Municipal preschool educational institution kindergarten No. 5 "Thumbelina" of the Kursk municipal district of the Stavropol Territory

Diagnostic methods

on environmental education

Compiler

caregiver

preparatory group

MDOU No. 5

Sheveleva R.I.

1. Diagnostic methods for determining the level of formation of the foundations of environmental consciousness in preschoolers

1 Section. Diagnosis of ecological ideas about the relationships in the "man-nature" system and in nature itself.

1.1 The Amazing Walk Technique

Target: to reveal the level of formed ecological ideas about the environment of life and its factors.

Study preparation: pick up a story on environmental topics with ridiculous content (an excerpt from V. Tanaisichuk's story "Amazing Walk").Conducting research:

1. The story "Amazing Walk" is read to the child:

“One spring I was walking through the forest. The grass was already green, small leaves were unfolding on the trees, and snow could only be seen in the wilderness itself. I walked, walked, and then lay down to rest on a hillock near an old pine tree. Butterfly - lemongrass is spinning over the lawn. Good! Suddenly I see something bright and big moving under a twisted tree. I looked closer - and this is a polar bear crawling out of the den. Her coat is not even white, but slightly yellowish, only her nose is black. Nearby is a bear cub swarming. I quietly from a hillock of tears - and well, run away before they notice. I got out onto the road, and nearby, over the birches, as if huge gray snakes were curling. Yes, these are not snakes at all, these are elephant trunks! Elephants break off branches and chew, on me looking down from above.

I go further, to the river, and in it some green log lies. I just bent down to drink water, looking, a log with eyes, and these eyes were looking at me. Crocodile! I went down the road again. I see a bump on the ground. I picked it up and threw it into the tree. From there, in response, a whole hail of cones. What's the matter? Yes, in that

Christmas tree flock of monkeys. The biggest monkey chose a heavier bump, contrived and bam! - on my forehead ... "2. The experimenter asks the child questions:

"What makes this story special for you?"

"What animals from the story cannot live in the forest"?

"What living conditions do they need"?

"Where do these animals live"?

Data processing.

Children's responses are analyzed at five levels

Very high level (5). The child has identified all the animals that cannot live in this environment.

He motivated his answer with arguments about the need for other living conditions for these animals and described them, named their habitats.

High level (4). The child identified all the animals that cannot live in the area. Named their habitats.

Intermediate level (3). The child only listed the animals that cannot live in this environment (in the forest).

Low level (2). The child listed only some animals that do not live in the forest.

Very low level (1). The child was unable to identify the discrepancy between the environment and the animals. Was silent or answered "I do not know".

Methodology "Living - inanimate nature"

Target: identify the level of formation of ecological ideas about living and inanimate nature.

Study preparation: prepare sheets for each child depicting objects of living and inanimate nature for coloring, colored pencils.

Conducting research:

Children (subjects) are given sheetsfrom image of nature for coloring and the task is given to color with colored pencils only whatwhat refers to wildlife.

Data processing:

High level (4-5). The child completed the task correctly and accurately.

Intermediate level (2-3). The child made mistakes: he painted objects of inanimate nature or missed some objects of wildlife.

Low level (1). The child has decorated all nature or only what he likes.

Method "Connoisseurs of nature"

Target: determine the level of formation of ecological ideas about the living conditions of living objects of nature, their differentiated attitude to light, heat and moisture; on the mechanisms of adaptation to the environment; about food chains and relationships that exist in nature.Conducting research:

(The study is conducted on an individual basis) The child is offered the following tasks:

1. Using a series of cards "The life of a tree all year round", the child needs to arrange them in order and describe the process of changing the appearance of the tree depending on the time of year.

2. The child needs to consider 3 indoor plants in a corner of nature and determine their relationship to heat, light, and moisture (light-loving, shade-tolerant, drought-resistant, moisture-loving).

3. Cards with the image of animals and insects are offered (butterfly, grasshopper, hare, ladybug, caterpillar). The child needs to be told how they disguise themselves, adapting to environmental conditions.

4. Cards with the image of living objects of nature are offered, from which food chains can be made. The child needs to fill the train cars with cards, making up the food chain.

Data processing:

High level (4-5). The child completed all the tasks correctly, was able to justify his answers.

Intermediate level (3-2). The child experienced minor difficulties in completing the tasks. In responses, the child made mistakes or did not use explanations.

Low level (1). The child had significant difficulties in completing the tasks: he could not correctly arrange the cards or refused to complete the tasks.

2 Section. Diagnosis of an environmentally responsible attitude to nature, mastering the system of moral norms and rules of an ecological nature.

2.1. Methodology "The forest thanks and gets angry"

Target: reveal the attitude towards nature and the level of formed ideas about the rules, norms of interaction with it.Study preparation: take a walk in the park (forest).Conducting research. After a preliminary conversation, during which the children recall their walks in the park (forest), restore in their memory the pictures of nature they saw, positive and negative examples of human impact on nature, the children are invited to answer two questions:

What could the forest thank you for? Why would the forest be angry with you?

The experimenter records and analyzes the children's answers.Data processing:

Very high level (5). The child shows an active position as a caring owner and protector of nature, highlights urgent environmental problems, gives examples of environmental work already done by him.

High level (4). The child gives examples of practical environmentally oriented activities in nature or, conversely, examples of human inaction, leading to negative consequences.

Intermediate level (3). The child lists the rules and norms of behavior in the forest, examples of their violation.

Low level (2). The child gives one or two examples of violation of the norms and rules of behavior in the forest or examples of a caring attitude towards him.

Very low level (1) Lack of answers. Silence or "I don't know" responses.

2.1 Methodology "Environmental signs"

Target: to study evaluative skills and the level of understanding of environmental activities.

Study preparation: develop signs "Rules of conduct in the forest."Conducting research.

The experimenter invites the child to consider environmental signs. Asking questions:

"What do you think these signs mean"? "Why is it necessarythem follow"? The responses are recorded and analyzed.

Data processing:

High level (4-5). The child describes the meanings of environmental signs, discusses why it is necessary to follow them.

Intermediate level (2-3). The child "decodes" not all environmental signsor cannot explain their importance.

Low level (1). The child does not understand what the proposed environmental signs mean.

2.2. "Continue the story" technique

Target: identify the level of development of moral motives in children.

High level (4). Baby calls moral standard, correctly assesses the behavior of children, but does not motivate their assessment.

Intermediate level (3). The child evaluates the behavior of children as positive or negative (right or wrong, good or bad).

Low level (2). The child does not formulate a moral norm and does not assess the situation.

Very low level (1). The child cannot continue the story and evaluate the actions of the children.

3 Section. Diagnostics of the emotional-valuable attitude to nature.

3.1. Method "Joys and Sorrows"

Target: to reveal the place of nature in the system of value orientations among older preschoolers.

Study preparation: choose a story about nature that evokes aesthetic and moral feelings.Conducting research:

(takes place in 2 stages)

1. Reading the story of M. Prishvin "Golden Meadow":

“My brother and I, when dandelions ripen, had constant fun with them. It used to be that we go somewhere to our trade - he is in front, I am in the heel.

Seryozha! - I will call him busily. He'll look back, and I'll blow a dandelion right in his face. For this, he begins to watch for me and, as you gape, he also fuknet. And so we plucked these uninteresting flowers just for fun. But once I managed to make a discovery.

We lived in the village, in front of the window we had a meadow, all golden from many blooming dandelions. It was very beautiful, everyone said: "Very beautiful! Meadow

Gold".

One day I got up early to fish and noticed that the meadow was not golden, but green. When I returned home around noon, the meadow was golden again. I began to observe. By evening the meadow turned green again. Then I went and found a dandelion for myself, and it turned out that he squeezed his petals, as it would be all the same if our fingers were yellow, side to palm, and, clenching our fist, we would close the yellow one.

In the morning, when the sun rose, I saw how dandelions open their palms and from this the meadow becomes golden again. Since then, dandelion has become for us one of the most interesting colors, because dandelions went to bed with us, children, and got up with us. "2. The subject (child) is asked 2 questions:

1. What pleased you the most in this story?

2. What upset you the most?Data processing.

The responses are analyzed according to the following levels:

High level (4-5). An aesthetic response related to nature,

manifestation of emotion. Isolation of the moral moment in the story.

Intermediate level (2-3). The child indicates a violation of the norms of behavior in nature, but does not show

emotionality and aesthetic feeling in relation to nature.

Low level (1). The child finds it difficult to determine the moments of the story that he liked or did not like. Refuses to answer questions

3.2 Method "Secret conversation" (author I. V. Tsvetkova)

Target: explore the emotional-sensual sphere of the older preschooler and the value attitude to nature in the process of communicating with it; identify the children's experience of communicating with natural objects.Conducting research:

The methodology proceeds in two stages:

1. Walk on the site kindergarten or in the park (forest), during which each child, on the instructions of the teacher, chooses a plant that he likes and talks to him in secret.

2. Recording by the experimenter of a secret conversation during an individual conversation with a child.

Data processing.

The emotionality of children's communication with objects of nature, children's awareness of their value are analyzed. Children's answers are graded by levels:

Very high level (5). The child was interested in the task, he expressed an emotional attitude towards the chosen object of nature, showed a valuable, caring attitude towards it. The child has an experience of communication with nature.

High level (4). The child was interested in the task. It is noted that he has an emotional relationship to the object of nature, but communication with him is short-lived.

Intermediate level (3). The child was interested in the task. He was happy to communicate with the chosen object of nature, but he told him about himself and did not show a caring attitude towards him.

Low level (2). The child found it difficult to communicate with the chosen object of nature, communication was of little content.

Very low level (1)

The child could not communicate with the object of nature or refused to performtasks.

3.3. Methodology " Art Gallery"

Target: to reveal the level of aesthetic perception of nature and the level of emotional responsiveness to it.

Study preparation: pick up reproductions of paintings by famous artists - landscape painters and poetic works for them.Conducting research: The study proceeds in 3 stages:

1. An exhibition of reproductions of paintings by famous artists is being organized: I. I. Shishkin "Morning in a Pine Forest", "Forest Distances", I. I. Levitan "Birch Grove", "Spring - Big Water", K. S. Maksimova "Sosovy pine forest", I. S. Ostroukhova " Golden autumn"and others. Poems by A. A. Blok "Falling Leaves", I. A. Bunin "The birch forest is turning greener and darker ...", A. S. Pushkin "Spring" and others are read out.

2. The child under test conveys his impressions after visiting the "art gallery".

3. The child indicates the most liked reproduction and describes its content and his impressions.

Data processing: Very high level (5)

The child is emotionally responsive, uses emotional expressions, vivid comparisons when describing nature.

High level (4)

The ability to see the beauty of nature, to show an emotional attitude towards it, but finds it difficult to convey it, does not own vivid comparisons, epithets.

Intermediate (3)

The ability to see the beauty of nature, but emotionally the child does not show his attitude to nature.

Low level (2)

Inability to see the beauty of nature, weak emotional development of the individual

in relation to nature. Very low level (1)

Absence positive emotions in relation to nature, inhibition of the aesthetic principles of nature perception. Lack of positive emotions in relation to nature, inhibition of the aesthetic principles of nature perception.

4 Chapter. Diagnosis of skills and abilities of goal-setting interaction with nature.

4.1. Methodology "Ecological traffic light"

(Modification of the technique of Tsvetkova I.V.)

Target: determine the level of children:

ideas about the rational interaction of man with nature: about permissible and unacceptable actions in nature, environmental protection activities;

the ability to evaluate the results of the interaction of people with nature (interaction harms nature, harmless, useful);

experience in environmentally oriented activities.Study preparation:

a set of colored pencils for each child;

a set of cards (four) depicting the actions of children in nature;

sheets for each child depicting the actions of children in nature (in the corner

each figure is an unfilled circle).

Conducting research, (takes place in the form of a game)

All participants in the game receive sheets with the image of four actions of children in nature and three colored pencils: red, yellow, green. The host shows these actions of children on four cards. The facilitator explains that each color has its own meaning. Just like a traffic light on the carriageway, our ecological traffic light, by turning on the red light, prohibits; yellow - warns, and green - allows. The leader elaborates:

Red - prohibits actions that harm the environment and people's lives.

Yellow - warns of caution in order to harm nature as little as possible.

Green - allows and encourages actions that help plants and animals. The leader, using his set of cards, raisesthem one by one and describes the act of a person in nature depicted on it. The participants of the game must evaluate this act and paint over the circle next to the image of this act with the appropriate color - turn on one or another signal of the environmental traffic light.

After describing four cards, the winner is determined by the number of correct and incorrect answers. Unsolved problems are the subject of special discussion in the group.

It is extremely important for the teacher (experimenter) to observe the children as they complete the tasks of the game. Do not rush to determine the winner. Often, when choosing a traffic light, children are guided by a very peculiar motivation that the teacher needs to know.Data processing. Children's work is analyzed and evaluated at the following levels:

High level (4-5)

The child correctly assessed all the actions of children in nature and carefully painted them.

Average level (2-3) The child made one or two mistakes in assessing the actions of children.

Low level (1) The child made many mistakes, did not accurately complete the task.

4.2. Method "Bird feeders"

Target: determine the level of motives influencing environmental protection activities.

Study preparation: paper, scissors, glue for making feeders.Conducting research. (The experiment is carried out with the whole group). The teacher tells the children why bird feeders are needed. Children are encouraged to make feeders.

Children work independently. At the end of the work, the child is asked to explain why he made the feeder: to help the birds, to be praised by people, so that the kids see and do them too, so that there is something to do.Data processing. Children's answers are analyzed according to the following levels: High level (4-5) The child chooses an ecological motive (to help the birds).

Average level (2-3) The child has a social motive (to be seen, praised).

Low level (1) The child is only interested in the process of activity or the result for himself.

4.3. Methodology "Caring for nature" (carried out on an individual basis)

Target: identify the position of the childon attitude to nature, the level of ability to solve environmental problems, to identify the causes of their occurrence.Study preparation: select problematic environmental situations that require their resolution.Conducting research. The subject (child) is asked to solve the following situations:

Geraniums have yellow leaves. Why did this happen? Would you help her? How can you help her?

The fish in the aquarium often began to rise to the surface of the water, gasping for air above the water; their gill covers work very hard. Do fish need help? Which?

Data processing. Children's responses are analyzed according to the following levels:

High level (4-5)

Imagine that you are in the forest with your parents. After the rest, there was garbage. What will you do with it?

In winter, after a heavy snowfall, the branches of the spruce bent low under the weight of the snow. Should she be helped? How?

Imagine that your parents gave you a hamster. Does it need to be looked after? How?

Data processing.

Children's answers are analyzed according to the following levels: High level (4-5)

The child stands in the position of caring and careful attitude to nature. Owns methods of expedient activity in nature, is active in solving environmental problems.

Intermediate level (2-3)

The child finds a way to solve environmental problems, but not all. It can partially explain the reasons that led to negative consequences.

Low level (1)

The child cannot find a way out of environmental problem situations and explain the causes of their occurrence.

Diagnostics of knowledge should be carried out on the example of those objects and
natural phenomena that surround children and are familiar to them, with
with whom they were in prolonged contact, with whom they repeatedly
organized during the academic year different types activities.
An approximate list of questions about the inhabitants of a corner of nature can be
next.

Who lives in our aquarium? What conditions do fish need in order for them to
did you feel well, did you get sick? How do we take care of the aquarium and its
inhabitants?

What indoor plants of our group do you know? Show and name.
What conditions do these plants need in order for them to grow, bloom, be
beautiful? How do we take care of them?

Who lives in this cell? What is the name of our bird? What conditions
needed to make her feel good, make us happy? Like us
care for her? What kind of food should be given to her so that she is full and not
sick?

Who lives in this cell? What is the name of the animal (or animal)? What kind
We create conditions for him so that he feels good, does not get sick? Without
what can't he do? How do we take care of it?

Which of the inhabitants of the corner of nature do you like the most? Who are you
do you love the most? Why do you love him/them? What are you for him (them)
are you doing?

Such questions can be asked starting with the middle group. Difference
answers will reflect (except for differences in speech development) different volume and
content of knowledge that children acquire at each age. So
older preschoolers such diagnostics can be carried out in the form of a game
to the "Tour of the corner of nature": the child becomes a guide for
a new person or doll.

The list of questions on the site of the kindergarten is approximately the following.

What grows in our area? What trees and shrubs do you know?
Show and name them. What herbs and flowers do you know? Show and name them.
What conditions do all plants of our site need? Why do we have them
do they grow well? What plants do you like the most? Why? What
are we doing to make plants even better?

What birds come to our site? What are their names? What they
do in our area? How do we take care of birds in winter time? How
These birds can be called in one word? Why should people help?
birds in winter?

How do we determine the weather? What is the weather like? What is winter? What kind
do things happen in winter? What happens to plants - trees in winter,
grass? How do they look? Why don't plants grow in winter? What conditions
do they lack?

What do different animals do in winter? Do all the birds stay on
winter? Where are the butterflies, beetles, mosquitoes? What do forest animals do in winter?

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CONTENTS

INTRODUCTION

CHAPTER I

1.2 Environmental education of preschoolers in preschool

1.3 Game lessons as the main form of organization of environmental education

Chapter I Conclusion

CHAPTER II

2.2 Formation of the development of ecological ideas of preschoolers through the author's gaming techniques

2.3 Analysis of the study results

Conclusion on Chapter II

CONCLUSION

LIST OF USED LITERATURE

INTRODUCTION

Childhood, according to teachers and psychologists, is such an age period when the foundations of a child's worldview are actively formed: his attitude towards himself, other people, and the world around him. Therefore, it is at this age that it is important to create conditions for the development in children of an understanding that everything in nature is interconnected.

The problem of the formation of ecological culture in Russia occupies an important place in pedagogy and requires comprehensive consideration and in-depth study not only at the theoretical level, but also at the level of organization of practical work with children. The phenomenon of ecological culture is considered by N.N. Veresov, L.I. Grekhova, N.S. Dezhnikova, A.P. Sidelkovsky, I.T. Suravegina and other researchers. ME AND. Gabaev, A.N. Zakhlebny, I.D. Zverev, B.G. Ioganzen, E.E. Written, I.T. Suravegina and others developed the principles of environmental education. environmental education game preschooler

Ecological education of preschoolers, first of all, is aimed at forming a positive attitude of the child to the environment - earth, water, flora, fauna. Teaching children to love and protect nature, carefully use natural resources are the main tasks environmental education.

Ecological education of preschoolers develops responsibility for the conservation of nature, fosters a sense of beauty, the ability to see natural beauty, gives an understanding of the close relationship of all life on the planet, prevents aggressive, destructive actions in relation to nature, directs children's activity in a positive direction and broadens their horizons.

Relevance our research is explained by the fact that a careful attitude to nature, awareness of the importance of its protection, the formation of an ecological culture and environmental consciousness are laid in preschool age. In this regard, children's educational institutions face an important task of forming an ecological culture and environmental consciousness of the younger generation.

Unfortunately, modern educators do not always understand the importance of environmental education, and even if they do, they do not always use the available opportunities for the special development of environmental ideas in children.

Thus, the main contradiction, which lies in the need for environmental education and the insufficient use of author's methods for the development of environmental ideas of preschoolers.

The indicated contradiction determined problem research: what are the psychological and pedagogical features of the application of author's methods for the development of children's ecological ideas.

Object of study- the process of development of ecological ideas of preschoolers.

Subject of study- the development of ecological ideas of preschoolers, through game authoring techniques.

Objective- theoretically substantiate and practically test the influence of author's gaming techniques on the effectiveness of the development of environmental ideas of preschoolers

Hypothesisresearch is that the process of environmental education of preschoolers will be more natural and effective if a set of copyright gaming activities in which a combination of the transfer of new information with its use, consolidation in the practical activities of children should be used.

The subject, object and purpose of the study determined the formulation and solution of the following tasks:

- to characterize modern approaches to ecological education of children;

- to reveal the features of environmental education in a modern preschool educational institution;

- select and describe game activities as the main form of organization of environmental education

- to diagnose the development of ecological ideas of preschoolers;

- to describe the features of the development of ecological ideas of preschoolers through the author's gaming techniques;

- analyze the results of the study.

Methodological basis work is the theory of knowledge, psychological and pedagogical theory of active human activity in the formation and development of his personality. Scientific aspects of the theoretical and methodological support of the process of environmental education and upbringing of children are considered in the works of N. M. Verzilin, S. N. Glazachev, V. D. Deryabo, A. N. Zakhlebny, I. D. Zverev, P. G. Ioganzen , D. N. Kavtaradze, I. S. Matrusova, AA Mamontova, I.N. Ponomareva, H.A. Ryzhova, I.T. Suravegina, V.A. Levin.

To solve the set tasks and test the initial assumptions, the method of theoretical analysis of psychological, pedagogical and scientific and methodological literature was used.

Research methods. A set of methods was used to solve the problems posed in the study. General scientific methods: analysis, synthesis, comparison, generalization. Empirical methods: observation, testing, methods of quantitative and qualitative processing of research results.

Scientific novelty of the research consists in an in-depth study and disclosure of the possibility of forming ecological ideas through the author's gaming techniques.

Theoretical significance of the study. On the basis of the conducted scientific and practical research, the effective influence of the author's gaming methods on the development of ecological ideas of preschoolers was determined.

Practical significance of the study. Various test tasks, exercises, games aimed at developing ecological ideas that can be used by teachers directly in practical work, by students during teaching practice, by parents when preparing a child for schooling.

Research base. The experiment was carried out on the basis of MADOU "Kindergarten No. 224 of a combined type" of the Sovetsky district of Kazan and MADOU "Kindergarten No. 316 of a combined type" of the Soviet district of Kazan. 2 groups were studied - experimental and control, each with 20 people.

Work structure: The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix. The work contains 6 tables and 6 figures.

CHAPTER I

1.1 Modern approaches to environmental education of children

General concern about the crisis state of nature is heard at various international forums, where the position of “thinking globally” is being developed, embodied in specific deeds in the field of environmental education - the idea of ​​“acting locally” is being implemented. Government agencies, creative teams and individual enthusiasts create programs for environmental education and upbringing of children, pupils, students and adults who improve their professional skills. The implementation of programs in practice changes people's thinking, their view of nature, the interaction of each and the whole society with it, leads to an understanding of the idea of ​​sustainable development on the planet.

Choosing a priority direction in working with children, we decided to focus on the problem of environmental education of preschoolers. And this choice is not accidental. At present, it is impossible not to engage in environmental education and development, no matter what area you specialize in. Today, in children, however, as in adults, a consumer approach to nature prevails, which, in our opinion, is due to a low level of environmental culture - people do not perceive environmental problems as personally significant. But at present, when the deteriorating state of the environment is threatening, it is necessary to take all possible steps to ensure that every person realizes his continuous connection with nature, understands the need to preserve it for future generations.

Preschool age is characterized by a special intensity of development of the emotional-value attitude to the environment, the accumulation personal experience interaction with the outside world. In this regard, the ecological education of preschool children is of paramount importance, since at this age the foundations of the ecological culture of the individual are laid, which is an integral part of the spiritual culture of man. And to me, as an educator of a preschool institution, the formation of an ecological culture in children seems to be a priority, and we evaluate any of our actions, any meaningful material from the standpoint of their compliance with the requirements of environmental education.

From all of the above, the main goal of environmental education seems to us to be the formation of environmental culture as a combination of environmental consciousness, environmental feelings, environmental activities through the education of love for nature, understanding the processes occurring in it and their relationships.

Achieving this goal should be carried out through solving the following tasks of environmental education:

- fostering love for nature through direct communication with it;

- formation of elementary natural-scientific ideas, knowledge about nature;

- formation of skills of search and experimental activity;

- development of empathy for the disasters of nature, the need to fight for its preservation.

Particular attention should be paid to the formation of environmentally competent behavior of the child in nature. This question is not sufficiently resolved, since parents most often offer patterns of behavior in the environment of a prohibitive nature and mostly in finished form: “do not tear!”, “do not make noise!”, “do no harm!”, “do not break!”, “do not stomp!”. But, as K. D. Ushinsky said, such a “dry maxim will not help the cause at all, but, on the contrary, will only hurt.” So, the “rules of conduct” are most often ineffective and are often carried out only under the supervision of adults.

Therefore, the child must not only know the rules of conduct, but, above all, understand the need to comply with them: he will quietly and calmly walk through the forest if he understands that the noise disturbs and frightens the forest inhabitants, and he himself does not see or hear anything interesting, because all living things will hide - animals will run away, birds will fly away, insects will hide. It is important for children to understand the need to comply with prohibitions and regulations in the natural and social environment, therefore, when considering specific environmental situations, it is important to show the values ​​of human behavior and activities in the environment. This will allow motivated and reasonable to bring children to the conclusion about the need to protect and protect natural objects, our common earthly home.

Educational programs created abroad and in Russia have their own characteristics, due to differences in mentality.

Recently, two types of programs have been created - complex, aimed at the comprehensive development of children, and partial, providing one or more areas of education and development, among the latter there are many environmental ones. Many programs have passed the examination of the Ministry of Education of the Russian Federation and received its approval. Such comprehensive programs include: "Rainbow", "Childhood", "Development", "Origins", "Kindergarten - the house of joy", "Baby". The ministry also approved a number of partial environmental programs - "Semitsvetik", "Nature and the Artist", "Our Home is Nature", "Life Around Us", "Spider Web", "Young Ecologist". All programs are focused on a new concept of parenting preschool age, which is based on a personality-oriented model of education, an individual approach to the development of the intellectual and artistic abilities of the child.

Ecological education of preschoolers is, first of all, the need to use an ecological approach when introducing children to nature. With this approach, the pedagogical process is based on the basic idea of ​​ecology, as well as accepted concepts.

So, let's define the concept of "ecology".

Leading domestic ecologist N.F. Reimers identifies five significantly different positions in the definition of "ecology". To determine the scientific basis of environmental education, the first (root) definition of ecology as a biological science that studies the relationship of organisms with the environment and among themselves is significant.

Bioecology has three branches that deal with relationships:

1) a single organism with a habitat (autecology);

2) populations of different species of plants and animals with an occupied area (demecology);

3) communities of living organisms with an environment where they live together (synecology).

Given the specifics of the preschool age of children, the peculiarities of their mental and personal development, sections of biological ecology, to varying degrees, can serve as a scientific basis for building an adequate ecological methodology for educating preschoolers. The criteria for selecting concepts and environmental factual material are two points: their visual representation and the possibility of inclusion in practical activities. In preschool childhood, visual-effective and visual-figurative forms of thinking predominate, which can ensure the understanding and assimilation of only specially selected and age-adapted information about nature.

A specific feature of the method of ecological education of preschoolers is the child's direct contact with objects of nature, "live" communication with nature and animals, observation and practical activities to care for them, and comprehension of what he saw in the process of discussion. Indirect knowledge of nature (through books, slides, paintings, conversations, etc.) is of secondary importance: its task is to expand and supplement the impressions that the child receives from direct contact with objects of nature. From this it becomes clear the role that in ecological education is assigned to the creation of a zone of nature: next to the child there should be the objects of nature themselves, which are in normal (from an ecological point of view) conditions, i.e. conditions that fully meet the needs and evolutionarily established adaptability of living organisms, which is clearly demonstrated by the features of their structure and functioning.

The ecological environment in the kindergarten is, first of all, specific, individual animals and plants that constantly live in the institution and are under the care of adults and children; at the same time, it is very important that educators and other employees of the kindergarten know the ecological features of each object of nature - its needs for certain environmental factors, the conditions under which it feels good and develops.

Any animals and plants can be in a preschool if they meet the following requirements:

* safe for the life and health of children and adults (poisonous and thorny plants, aggressive and unpredictable animals in their behavior are unacceptable);

* unpretentious in terms of maintenance and care (in kindergarten, the main attention is paid to the child, plants and animals are the "subject" environment of their life, which helps to educate).

So, the formation of ecological culture, ecological consciousness is a long and not simple process. And there is, as you know, a wide variety of forms and methods of work in this direction, many different programs and methodological developments have been created. But, nevertheless, the decisive factor in the formation of practical skills of environmentally conscious behavior is the behavior of adults, primarily teachers and parents.

If a child sees how adults lovingly look after plants and animals, communicate with each other, how thoughtfully they behave in nature, he fixes the corresponding emotional reactions of adults, forms of their behavior, includes this information in the personality structure and saves it for life as a starting point. Database. Therefore, environmental education and upbringing should be carried out gradually, unobtrusively, without a touch of obligation, but always with pleasure and sincere interest, both for children and adults.

1.2 Environmental education of preschoolers in preschool

Ecological education of preschool children is the child's knowledge of all living things. Education of the right attitude to nature, the ability to carefully handle living beings is of great importance in the preschool period of development.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Comenius saw in nature a source of knowledge, a means for developing the mind, feelings and will.

K. D. Ushinsky was in favor of “leading children into nature”, in order to tell them everything that was accessible and useful for their mental and verbal development.

The ideas of familiarizing preschoolers with nature were further developed in the theory and practice of Soviet preschool education in articles and methodological works (O. Ioganson, A.A. Bystrov, R.M. Bass, A.M. Stepanova, E.I. Zalkind, E. I. Volkova, E. Gennings and others). For a long time, a great help for practitioners of early childhood education has been teaching aids M. V. Luchich, M. M. Markovskaya, recommendations of Z. D. Sizenko; more than one generation of educators studied according to the textbook by S. A. Veretennikova. An important role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting acquainted with the environment, accumulating, clarifying and expanding reliable information about nature (Z.D. Sizenko, S.A. Veretennikova, A.M. Nizova , L. I. Pushnina, M. V. Luchich, A. F. Mazurina, etc.).

Environmental education requires a transition to a new paradigm of environmental and traditional values, to a system of views that is built on the basis of bio- (eco-)centrism. This approach implies that when solving any problems, priority is given not to socio-economic, but to natural factors. The ultimate goal of this approach is still a person, but not directly, but indirectly, through the preservation of his habitat. Value judgments in relation to objects of nature should be excluded from the environmental education of preschoolers. From the standpoint of biocentrism (ecocentrism), living organisms cannot be good or bad, useful or harmful. All of them have the right to exist, each of them plays its own exclusive role in nature. Value judgments can only be used to characterize human actions in relation to the natural world, while animals cannot do good or bad, their behavior is determined by biological laws. Undoubtedly, elementary knowledge about medicinal, poisonous, edible plants, mushrooms is necessary for children, but this information should not form the core of ecological knowledge. Children should get an idea that all organisms, without exception, need careful treatment, regardless of the degree of danger or usefulness to humans. It is necessary to show the child that any living organism is included in a complex chain of natural relationships and its loss can cause unpredictable consequences.

To increase the effectiveness of environmental education of preschoolers, various forms and methods are used:

- environmental activities;

- ecological excursions;

- lessons of kindness;

- lessons of thinking;

- environmental competitions;

- discussion and playing situations;

- labor landing;

- collecting;

- ecological holidays;

- environmental games

- ecological fairy tales;

- dramatizations.

Ecological games are:

- role-playing;

- didactic;

- imitation;

- competitive;

- travel games.

Role-playing games are based on modeling the social content of environmental activities, such as the city building game.

Purpose of the game: the formation of the idea that construction can only be carried out if environmental standards and rules are observed.

Competitive games stimulate the activity of their participants in acquiring and demonstrating environmental knowledge, skills and abilities. These include: competitions, KVN, "Environmental Quiz", "Field of Miracles", etc.

Travel games are widely used in the practice of preschool institutions (“tourist trip”, “excursion to a flower exhibition”, “travel to the North Pole or Africa”, etc.).

The didactic game is most fully responsible for the task of forming ecological consciousness in preschool children. Learning, activation of knowledge largely takes place in the form of a game. Ecologization of the didactic game is promoted by the principle of pairing. Its implementation is achieved by selecting such tasks that lead the child through independent decisions, searching for answers to questions that are presented in illustrations, pictures, in a hidden form. For example: “Who lives where?”, “Flies, runs, jumps” (about the adaptation of animals to their environment); "Who has what house?" (about ecosystems); “Living-non-living”, “Birds-fish-animals”, “What first, what then?” (growth and development of living organisms); “Choose the right path” (about the rules of behavior in nature), etc.

In ecological games, it is advisable to use visual artistically designed material, come up with interesting game moments, actions, and engage all children in solving a single problem. You can resort to the help of fairy-tale characters, musical accompaniment.

Each teacher chooses the types of games that suit him best. Selection criteria - the program on which he works, the possibilities of a preschool institution, the level of preparedness of pupils.

Now in environmental education it is advisable to use games of a new type, which, on the one hand, model the very creativity of the child, and on the other hand, provide conditions for improving his intellect. These are puzzle games. These games develop the child's intellect, his memory, thinking, attention, the ability to look for dependencies and patterns that exist in nature hidden and real, the ability to classify and model material, combine it, predicting results.

There are still a lot of different activities that help form environmental knowledge and which are an indispensable component in the education of environmental culture. These are travel, excursions to nature; visual, musical, theatrical activities; solution of social and moral tasks, problematic issues; reading fiction, familiarization with folk natural history traditions, that is, with the experience of preserving, increasing and using natural resources, which was passed down from generation to generation by the Russian people. This lighting is folk art: riddles, proverbs, sayings, legends, games.

Of great importance in the ecological education of preschoolers are programs aimed at establishing the principles of ecological culture through the knowledge of the ecological laws of nature.

In a programme « Childhood”, created in St. Petersburg by a team of teachers from the Pedagogical University, the section “A child discovers the world of nature” involves a detailed acquaintance of children with a wide variety of phenomena from the life of plants, animals, and their communities. The program material (for each age) includes four content blocks: the first - information about plants, animals as representatives of wildlife; children learn the features of the external structure and vital functions of the body (nutrition, respiration, etc.), before them the connections of living beings with the environment, their uniqueness are revealed. The second reveals to children the mechanisms of the adaptive relationship of living organisms with the environment; children get acquainted in detail with the properties of various environments, they form an idea of ​​​​groups of animals living in a homogeneous environment. The third block of knowledge about the growth, development and reproduction of plants and animals familiar to children; children get ideas about the successive changes in organisms, the cyclical nature of the process. The fourth block is knowledge of an ecosystem nature; children are introduced to plants and animals living in the same community and interdependence. Children also learn that a person can influence communities of living organisms in different ways - he can destroy them, or he can support them.

Let's look at some programs.

The comprehensive program "Childhood", without a doubt, is a serious guide to the life of environmental education of preschoolers - it presents the biocentric position of the authors, environmental content and a systematic approach to the issue. When implementing this program, preschoolers acquire an initial, but very detailed vision and understanding of iconomeric environmental phenomena, relationships in nature, they develop various practical and mental skills of interacting with living objects, develop an attitude towards nature - cognitive, aesthetic, careful and humane. By entering school, they have a generalized idea that a person can only live in the natural environment, so it must be protected.

"Origins" is another comprehensive program created by the psychological and pedagogical team of researchers at the Center for Preschool Childhood named after I. A. V. Zaporozhets. The authors consider it as a basic program aimed at the versatile, full development of the child, the formation of his universal (including creative) abilities in accordance with the level of age opportunities, and the requirements of modern society. The program is based on the concept of psychological age as a stage in the development of the human personality, characterized by a special relationship between a child and an adult; a certain hierarchy of activities; psychological achievements of the child, which are evidence of the development of his psyche, consciousness and personality. The authors identify two psychological age in the preschool period: 3-5 years old - junior and 5-7 years old - senior. In each of the ages there is a main genetic task of development, which predetermines the type of leading activity. It is activity that is a factor that develops the psyche, therefore the main task of education comes down to organizing various types of activities and developing the child’s communication with adults and peers at every age, which determines the assimilation of universal human values.

The subsection "Nature and the child" is included in the section "Knowledge of the surrounding world" and includes (like all other subsections) a description of age capabilities, tasks and indicators of development, the content and conditions of pedagogical work.

The formation of a new direction in preschool pedagogy - the ecological education of children - can be successfully carried out in the conditions of a certain organization of ecological and pedagogical work in a preschool institution. An essential aspect of this organization is the provision of a two-level technological process: organizational and methodological in work with the teaching staff of the institution (management level) and educational and educational in work with children of different age groups. The hierarchical relationship of these technological processes, their meaningful implementation throughout the school year lead to the planned pedagogical result - an increase in the level of ecological culture of educators and the formation of the beginnings of ecological culture in preschool children (increase in the level of their ecological education).

Thus, having considered some programs for the environmental education of preschoolers, it is worth noting the active work of specialists in the development of new environmental development programs for children.

1.3 Game lessons as the main form of organization of environmental education

Systematic learning in the classroom is an important means of educational work with preschool children.

Environmental education at preschool age is just beginning, grains of environmental knowledge acquired in childhood will help the child navigate the surrounding reality, correctly understand it. But most importantly, they will lay the foundation for a conscious attitude towards nature, the definition of one's place in it in the future. An important aspect of ecological education is the development of a humane feeling, an effective attitude towards the world around us, the development of a willingness to work with joy, helping others. Independent deeds and actions of children are already a criterion of ecological culture.

Over the years of work, an integral system has been created that permeates all types of children's activities and is aimed at solving the following tasks:

- the development of positive moral qualities that encourage children to comply with the norms of behavior in nature, in society;

- education of ethical and aesthetic feelings, development of emotions, feelings of empathy;

- the formation of cognitive, practical and creative skills of an ecological nature.

When building a system of environmental work, special attention is paid to the following main areas:

The cognitive direction of work includes a cycle of cognitive activities (the following forms are used: didactic games, conversations, travel, performances, quizzes), which contribute to a deeper expansion of the ecological knowledge of pupils.

The cognitive and entertaining direction of work aims to introduce children to the components of animate and inanimate nature, the impact of human activity on these components in a playful and entertaining way: these are theatrical performances on an environmental theme, holidays, matinees, environmental games, travel games.

The study of flora and fauna, landscapes of the native land, associated with practical matters (practical direction of work) - joint actions with parents on planting group rooms, territory of preschool educational institution, work in the garden and the pharmacy flowerbed, planting trees and shrubs, designing flower beds, campaigns for the protection of rare flowers, feeding birds, making and hanging feeders and birdhouses, contributed to instilling a careful attitude of pupils to their native nature.

Ways to implement the system of environmental work in preschool educational institutions:

- creation of conditions (greening of the developing environment, software and methodological support);

- improving the environmental awareness of teachers;

- updating the content, forms and methods of working with children in accordance with the programs used, introducing a regional component (visiting memorable places associated with I.V. Michurin, getting to know the natural landscape of the village); introduction of methods of health ecology and health-saving technologies of education and upbringing;

- environmental education of parents.

Systematic work with personnel, understanding the significance of environmental problems - all this allows us to carry out extensive purposeful activities with children in this direction. Problems of environmental education should be regularly discussed at consultations, seminars, teachers' councils. To identify gaps in the knowledge of teachers, it is necessary to use a questionnaire on the issues of environmental education of children. Based on the analysis of the questionnaires, further methodical activity in kindergarten.

Ecological education of preschool children can be considered as a process of continuous education and education of parents, aimed at the formation of an ecological culture of all family members. Working with parents is no less important and more difficult than working with children. It is especially necessary to pay attention to the joint activities of children and parents, since it is through activity that a person influences the world around him. In addition, it promotes cooperation, emotional, psychological rapprochement between a child and an adult, enables the child to feel like an "adult" (during a hike or environmental campaign), and an adult to better understand the child. Hold exhibitions of joint drawings of posters, models, crafts from waste material, photographs on the topics “Me and nature”, “Our pets”, involve parents in the design of a corner of nature, a laboratory, a library, in environmental campaigns (cleaning the territory of the kindergarten and around it, planting trees, making birdhouses and feeders, etc. .d.) .

Preschoolers are very inquisitive, they look at the surrounding reality with interest, strive to penetrate its secrets, so you need to use active forms and teaching methods - experimentation, experimental work, walks, excursions, etc.

The system of working with children in each age group:

- seasonal planning of classes;

- creation of an ecological - developing environment (corners of nature, laboratories of nature);

- organization of activities outside the preschool educational institution (holidays, observations, ecological path, pharmacy garden, vegetable garden, work in nature);

- reading fiction;

- joint creative activities of educators, children and parents (projects "Hello Tree", "Stone Kaleidoscope", the circle "Nature and Fantasy", actions for cleaning and landscaping the territory of the preschool educational institution, making birdhouses and bird feeders, etc.);

- growing greenery in the winter-spring period ("garden on the window");

- game activity as the main form of children's activity;

- health ecology (phyto-bar, aerophytomodules, aromatherapy, music therapy, light and color therapy, stop therapy, motor activity, hardening, ecological and psychological training);

- creation of a system of environmental work (author's development of classes, work with parents, with public organizations, methodological and information support, etc.).

Complex classes are the creative work of the educator, they can be organized in different ways, interesting. They effectively and comprehensively develop the personality of the child, and the combination of various activities contributes to an easier and faster formation of attitudes towards the content of the lesson.

So, preschool children show great interest in nature. There is not a single object or phenomenon to which they would remain indifferent. The task of the educator is to develop and direct this interest, to teach children to carefully observe the phenomena of nature, to cultivate an active love for it, the ability to take care of plants and animals, and to be intolerant of the senseless damage to plants and the destruction of animals.

The forms of organization of children, the methods and techniques for introducing them to nature are the most diverse, their choice depends on the educational tasks, program material and age of the children, as well as on local conditions and the natural environment.

Correct ideas about nature, acquired in childhood, create a solid foundation for further knowledge of it, education of love and respect for it.

Chapter I Conclusion

Preschool childhood is the initial stage in the formation of the human personality. During this period, the foundations of personal culture are laid. The main goal of environmental education is the formation of the principles of ecological culture: right attitude the child to nature, his environment, to himself and people as part of nature, to things and materials of natural origin that he uses. This attitude is based on elementary knowledge of an ecological nature.

Ecological knowledge is information about the relationship of specific plants and animals with the environment, about their adaptability to it. This knowledge helps the child to comprehend that there are living beings next to him, which include a person, that is, he himself. A person also needs good conditions so that he feels normal and healthy. The knowledge of an ecological nature also includes elementary information about the use of natural resources by people, about the protection of nature. Knowledge is not the goal itself in ecological education, but it is a necessary condition for developing such an attitude to the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest, humanistic and aesthetic experiences, practical readiness to create around oneself, to carefully handle things not only because it is someone's work, but also because the spent materials are taken from nature.

Environmental education is a new direction of preschool pedagogy, which differs from the traditional familiarization of children with nature.

Ecological upbringing and education of children is extremely actual problem present time: only an ecological worldview, an ecological culture of people living today can lead the planet and humanity out of the catastrophic state in which they are now. Environmental education is significant from the position of the child's personal development - properly organized, systematically carried out in educational institutions under the guidance of educators, it has an intense impact on his mind, feelings, will. The natural world holds great potential for comprehensive development children. The thoughtful organization of training, walks, special observations develop their thinking, the ability to see and feel the colorful diversity of natural phenomena, to notice large and small changes in the world around them. Thinking about nature under the influence of an adult, a preschooler enriches his knowledge, feelings, he develops the right attitude towards living things, the desire to create, not destroy. The educator is faced with the task of showing children the diversity of natural phenomena, helping to understand that all living things have needs that can be satisfied by good environmental conditions. Man plays an important role in maintaining, preserving or creating conditions for living beings living in the neighborhood.

CHAPTER II. EXPERIMENTAL STUDY OF THE DEVELOPMENT OF ECOLOGICAL REPRESENTATIONS OF PRESCHOOL CHILDREN

2.1 Diagnostics of the development of ecological ideas of preschoolers

For a more comprehensive study of the level of development of ecological ideas of preschoolers, the following research methods were used in the work: theoretical analysis and generalization; pedagogical experiment. During the pedagogical experiment, the method of pedagogical testing was used.

Experimental work was carried out in three stages:

Ascertaining experiment;

Formative experiment;

Control experiment.

The study was conducted on the basis of pupils of the MADOU "Kindergarten No. 224 of the combined type" of the Sovetsky district of Kazan and the MADOU "Kindergarten No. 316 of the combined type" of the Sovetsky district of Kazan. The experimental work lasted from September 1, 2014 to May 22, 2015. The experiment involved 40 children aged 6-7 years.

The work was carried out with two groups of children of senior preschool age - experimental and control. The experimental group included 20 children of the preparatory group for school. Out of 20 children, 10 are boys and 10 are girls. The control group included 20 children from the group preparatory to school. Out of 20 children, 10 are boys and 10 are girls. All examined children were approximately the same age.

Before starting to study the level of development of ecological ideas in children of the experimental and control groups, we preliminary examined and analyzed the subject-developing environment of these preschool institutions, and also studied group calendar-thematic plans for working with children.

In the course of analyzing the base of preschool institutions and groups participating in the study, we found that the subject development environment of MADOU No. 224 and MADOU No. 316 meets the program requirements and goals of the comprehensive development of preschoolers. So, in order to develop ecological ideas in groups, ecological centers "Mini-garden" and "Meteorological station" were organized. "Mini-garden" includes plants such as ficus, ivy, tradescantia, chlorophytum, aloe, as well as plants characteristic of different seasons. There is the necessary tools for caring for plants - watering cans, a sprayer, sticks for loosening the soil, brushes, rags, aprons. The natural corner "Weather Station" includes a picture of the season, models of the year and day; weather calendar for each month, where children schematically mark the weather and temperature for each day ; birdwatching calendar; drawings of children on the topic "Nature in different times of the year". Also, both groups are equipped with various environmental didactic games.

We also carried out an analysis of group calendar-thematic plans of educators for planning work on the development of environmental ideas.

The analysis carried out showed that the problem of the development of ecological ideas of preschool children occupies a very important place in educational work with children. This problem is solved mainly through the planning of children's activities to systematize and deepen knowledge about animate and inanimate nature, develop a responsible and caring attitude towards pets, animals of a corner of nature in kindergarten, wild animals, teaching children how to interact with nature correctly, and developing labor skills and skills in caring for indoor plants. These tasks are solved by educators through the use of didactic, role-playing games, observations, excursions, organization of labor in a corner of nature.

Work on the development of ecological ideas with children of both groups is planned by teachers in accordance with the program "From Birth to School". Work with children is carried out mainly in the form of organized educational activities, excursions, and play activities.

The purpose of the experiment is to study the level of formation of elementary ecological ideas, thinking and environmentally competent behavior of children at the ascertaining stage of the study in the experimental and control groups.

The stages of conducting an experimental study include the selection of diagnostic tools, comparison and analysis of the experimental data obtained, the development of a set of author's game lessons, which will use a combination of transferring new information with its use, consolidating it in the practical activities of children, evaluating the effectiveness of the developed set of lessons.

Diagnostic tools for identifying the level of formation of ecological ideas of preschool children were developed on the basis of the recommendations of S.N. Nikolaeva, L.M. Manevtsova.

To what extent the child has mastered environmental knowledge;

What is the degree of mastering by the child labor skills and abilities to care for living objects;

To what extent the child has formed different types of attitude to nature (environmental, aesthetic, cognitive).

All diagnostics were carried out individually with each child. To obtain additional information, children were also observed in various activities: play, labor, educational. Studied creative work children - drawings, crafts. Interviews were held with the teachers of the groups and the parents of the pupils.

Experimental technique.

Diagnosis of ecological ideas of preschoolers was carried out taking into account their age features in two directions:

Formation of ecological knowledge and

environmentally friendly attitude to natural phenomena and objects.

All diagnostic tasks were grouped into three sections:

1. Ideas about nature:

a) about objects of wildlife;

b) about objects of inanimate nature.

2. Attitude towards nature.

3. Labor skills and skills for the care of living objects.

In each section, the children were offered a set of control tasks.

The analysis of each diagnostic task performed by the child was carried out in accordance with the scores (on a 3-point scale), the characteristics of which were compiled on the basis of the recommendations of S. N. Nikolaeva and L. M. Manevtsova.

The scores based on the results of the performed diagnostic tasks were recorded in the examination protocol. Next, the average score was calculated, according to which the level of formation of ecological ideas and attitudes towards nature was determined:

From 1 to 1.6 points - low level;

From 1.7 to 2.3 points - the average level;

From 2.4 to 3 points - a high level.

Ideas about nature.

A) wildlife.

Exercise 1.

Target. To reveal the nature of the child's ideas about the signs of the living; find out whether the child has an idea about the needs of living organisms, the conditions necessary for life.

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

Methodology. Individual conversation with the child. The child was asked to choose objects of wildlife from a set of pictures. The following questions were then asked:

How did you guess that all this is alive?

Why do you think that (a specific object is called) is alive?

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

B) inanimate nature.

The child was interviewed on the following questions:

What color can water be?

What happens to water in winter, in summer - in extreme heat?

What happens to water if you scoop it up in your hand? What is the name of this property of water? (fluidity)

Why is water needed?

What is the difference between dry sand and wet sand?

What happens if you step on wet sand?

Why is sand needed?

About natural phenomena (wind, rain, sky):

What is the wind like in spring, summer, autumn, winter?

What happens to trees when the wind blows?

Why is rain needed in nature?

What would happen to plants if there was no rain?

What appears after the rain on city streets?

How does the sky change in spring, summer, winter?

Why does the sky sometimes appear white or gray? What can "cloud" the sky?

If there are dark clouds in the sky in autumn or summer, how will the weather change?

Performance evaluation:

1 point - ideas about objects of animate and inanimate nature, their essential features and properties are superficial; the child has a small amount of knowledge; performs tasks incorrectly, allows many inaccuracies, cannot answer the questions posed.

2 points - the child has some significant ideas about the objects of living and inanimate nature, their properties and features; when performing tasks, he makes 2-3 mistakes, does not answer all the questions correctly, can not always argue his answer.

3 points - a wide range of ideas about objects of animate and inanimate nature has been formed; performs tasks correctly, answers the questions posed, confidently arguing his answer.

2. Attitude towards nature.

Exercise 1.

Target. To study the features of the child's attitude to animals and plants in specially created conditions.

Methodology. The attitude of the child to the inhabitants of the living corner was monitored. Special conditions were created in which the child had to make a choice of activities - either with natural objects or other activities. At the same time, in a corner of nature there were some of the living beings who needed help (animals - in feeding, plants - in watering), for which the necessary funds were prepared, and materials for engaging in other activities (drawing, playing, looking at books) . Two children were invited to the natural corner, and each of them was invited to do what he wants. If the child himself did not know about the need to help the living, his attention was attracted with the help of leading questions:

How do you think a living object feels?

How did you know it?

How can he be helped?

Would you like to help him?

Why do you want to help him?

Performance evaluation:

1 point - the child prefers playing, drawing, etc.; on his own initiative does not show a desire to communicate with living objects, there is no interest and desire to interact with them.

2 points - with pleasure, on his own initiative, communicates mainly with familiar, pleasant animals and plants.

3 points - prefers activities with natural objects. With pleasure, on his own initiative, he communicates with animals (familiar and unfamiliar) and plants.

3. The ability to carry out activities with natural objects (labor in nature).

Target. Reveal the child's ability to care for plants.

Methodology. The child was asked whether he would like to take care of a houseplant or not, and asked him to explain why it is necessary to take care of the plant. After consent was obtained, the child was asked to:

Choose a houseplant in need of care, explaining your choice;

Tell about the sequence of plant care;

Take care directly.

Performance evaluation:

1 point - the child does not know how to care for living creatures.

2 points - some skills of caring for living creatures are formed. The direction of labor for the care of living beings is not fully understood - it is carried away by the process, and not by the quality of the result for a living object.

3 points - willingly responds to the offer of adults to help a living being; independently sees the need for care and performs it qualitatively. Feels the pleasure of helping the living.

The results of the examination of children were recorded in the protocols (appendices 1,2).

The distribution of the results of the ascertaining experiment of the children of the experimental group by levels is presented in Table 1.

Table 1. Results of the ascertaining experiment in experimental group, %

Analysis of the data presented in Table 1 shows the following:

According to the first block of the task - about the idea of ​​nature (living and inanimate) - 10% of children have a high level, 50% of children have an average level and 40% of children have a low level;

According to the second block of tasks - about attitude to nature - 10% of children have a high level, 40% of children have an average level and 50% of children have a low level;

According to the third block of tasks - about labor skills - 40% of children have a high level, 40% of children have an average level and 20% of children have a low level.

More clearly, the levels of development of ecological ideas of preschool children in the experimental group are shown in Figure 1.

Fig.1. The results of the ascertaining experiment in the experimental group, %

Thus, according to Figure 1, we can conclude that the average level of development of ecological ideas of preschoolers generally prevails in the experimental group.

...

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Ministry of Education of the Russian Federation

Federal State Budgetary Educational Institution

higher vocational education

"Ural State Pedagogical University"

Institute of Pedagogy and Childhood Psychology

Department of Pedagogy and Childhood Psychology

Diagnostic methods for studying the level of formation of ecological ideas, emotional and value attitude to nature, environmentally oriented activities in children.

Performed:

Evdokimova N.A

Krasnoufimsk

Table of contents

Diagnosis of environmental knowledge of preschool children 3

Diagnosis of ecological knowledge of children of the middle group 8

Diagnostic technique 10

10

Series B - the study of the level of children's attitude to the environment. eleven

Series B. Studying the nature of children's practical activities in nature. 13

Diagnosis of environmental knowledge of preschool children

Criteria for the formation of environmental knowledge:

knowledge about inanimate nature;

the level of knowledge in relation to objects of animate and inanimate nature;

knowledge of the seasons;

level of relation to the natural world;

knowledge about the animal world.

Control tasks to determine the level of formation of environmental knowledge of preschoolers :

high level is estimated at 3 points

average - 2 points

below average level - 1 point.

EXERCISE 1

Target : determine the level of knowledge of the characteristic features of inanimate nature.

Equipment : illustration on the theme “All about water”, envelopes with pictures about water, diagram “Water cycle in nature”.

Instructions for conducting : The teacher asks you to answer the following questions:

What is water? Does the water have an odor? What does she taste like? What color is she? Why is water needed? What can water do?

Where is the water hiding?

Who can't live without water?

Where does water live? Who needs water?

What is acid rain?

.

High level. (Child can easily answer questions.)

Correctly names the distinguishing features of inanimate nature:

independently tells everything related to inanimate nature:

answering questions, shows conclusions, fantasy, logically correct conclusions in relation to nature.

Average level .

The child generally answers questions correctly;

names the distinguishing features of inanimate nature;

additional questions are needed to give examples about the use of inanimate objects.

Below average .

The child makes significant mistakes when answering questions;

does not always correctly name the distinguishing features of inanimate nature;

finds it difficult to answer questions.

TASK 2(conducted individually with each child).

Target : determine the level of knowledge in relation to objects of animate and inanimate nature.

Equipment : envelope - drawings with a graphic representation of the rules, didactic game "Guess the rule".

Instructions for conducting .

The teacher shows a picture and asks the child to name the rules of behavior for children in nature.

Performance evaluation:

High level .

The child can easily answer the pictures;

correctly names the rules of behavior in the environment;

analyzes his actions and the actions of his comrades ecologically competently in relation to nature, sees the consequences of his actions.

Average level .

The child basically answers correctly according to the pictures;

answers additional questions;

can not always analyze the actions of people in relation to the environment.

Low level .

The child makes significant mistakes when answering pictures;

finds it difficult to answer questions;

can not analyze the actions of people to nature.

TASK 3(conducted individually with each child).

Target : determine the level of knowledge of the seasons.

Equipment . Round model, divided into sectors according to the season with colored clothespins - symbols of the months of the year.

Instructions for conducting

Teacher.

What time of the year do you like best and why?

name your favorite time of the year and say what will follow it, etc.

Then he offers to answer the question “When does this happen?”

The bright sun is shining, the children are swimming in the river.

the trees are covered with snow, the children are sledding down the hill;

leaves fall from the trees, birds fly to warmer climes;

leaves are blooming on the trees, snowdrops are blooming.

Questions for children of the preparatory group:

Name the seasons;

name the three months of autumn;

name the months of spring, etc.

Performance evaluation .

High level.

lists them in the correct order;

knows the characteristic features of each season;

shows creativity and imagination when answering the question “What time of the year do you like best and why?;

from memory reproduces the seasonal features of a particular season;

Average level .

The child correctly names the seasons;

sometimes it is difficult to name them in the right sequence;

c generally knows the characteristic features of each season, but sometimes makes minor mistakes.

to the question “Which season do you like best and why?” answers in one word;

expresses an aesthetic attitude towards nature.

The level is below average.

The child does not always correctly name the seasons;

finds it difficult to name them in the right order;

does not know the characteristic features of different seasons;

to the question, “What time of the year do you like more and why?”, answers in monosyllables;

does not express an aesthetic attitude to nature.

TASK 4(conducted individually with each child).

Target : determine the level of relation to the natural world.

Instructions for conducting . The teacher asks you to answer the following questions:

How do you help adults care for pets (if any?);

if there are no animals, he asks: “If you had a cat or a dog at home, how would you take care of them?”;

how do you help adults take care of the inhabitants of a corner of nature in kindergarten (if there are any?) If there are none, he asks: “If there were fish, parrots and hamsters in kindergarten, how would you take care of them?”;

what can you do together with adults so that plants always grow on the kindergarten site?;

how can we help wintering birds?;

what herbaceous plants, bushes, trees, indoor plants do you know?

Performance evaluation .

High level .

The child answers the questions in full sentences;

knows how to take care of pets and the inhabitants of the Corner of Nature;

understands the relationship between human activities and the life of animals, birds and plants;

easily expresses his attitude to the problem.

Average level.

The child answers the questions;

basically knows how to care for pets and the inhabitants of Nature's Corner;

sometimes does not understand the relationship between human activities and the life of animals, birds and plants;

can express their attitude to the problem.

The level is below average.

The child finds it difficult to answer the questions;

has no idea how to care for pets and the inhabitants of the Corner of Nature;

does not understand the relationship between human activities and the life of animals, birds and plants;

finds it difficult to express his attitude to the problem.

TASK 5(conducted individually with each child).

Target : determine the level of knowledge of the characteristic features of representatives of the animal world.

Equipment . Pictures of domestic and wild animals; pictures of insects: butterflies, bees, ladybugs, dragonflies, ants, grasshoppers, flies, mosquitoes, spiders; pictures of birds: dove, titmouse, sparrow, woodpecker, magpie, crow, bullfinch, owl.

Instructions for carrying out.

The teacher offers to take pictures of animals and place separately wild and domestic animals and explain why he did this. Then choose pictures with insects and name them. After the child has completed the task, the teacher invites him to choose pictures of birds and talk about them (wintering, non-wintering birds, habitat).

Questions for all pictures :

what is the name of the animal (bird, insect)?

what can you tell about it?

your attitude towards them.

Evaluation of performance results.

High level.

child without special work distributes representatives of the animal world by species, arguing his choice, correlates with the habitat. Knows the characteristic features, coherently and consistently answers questions. Persistent interest and emotionally expressed attitude towards animals, birds and insects.

Average level.

The child sometimes makes minor mistakes in the distribution of representatives of the animal world by species. Your choice is not always justified. Basically, it correlates representatives of the fauna with the habitat. Knows the characteristic features, but sometimes makes inaccuracies in the answers, sometimes the answers are too short. Shows interest and emotionally expresses his attitude to animals, birds, insects.

Below average .

The child often makes mistakes in the distribution of representatives of the animal world by species, does not always justify his choice. Does not always correlate representatives of the fauna with the habitat. It is difficult to name characteristic signs and answer questions. Does not show and does not express his attitude towards animals, birds and insects.

OUTPUT:

HIGH LEVEL (13-15 points)

The child knows how to take care of pets and the inhabitants of the Corner of Nature. Understands the relationship between human activities and the life of animals, birds and plants. Easily expresses his attitude to representatives of the animal world. The child knows the objects of inanimate nature and correctly names their distinguishing features (everything about water). Independently names the rules of behavior in the natural environment. Correctly names the seasons. List them in the correct order. Knows the characteristics of each season.

AVERAGE LEVEL (8 - 12 points)

The child basically knows how to take care of pets and the inhabitants of the Nature's Corner. Sometimes it is difficult to establish the relationship between human activities and the life of animals, birds and plants. Emotionally expresses his attitude to representatives of the animal world.

Knows objects of inanimate nature and correctly names their distinctive

characteristics. Additional questions are needed to give examples of the use of signs of inanimate nature. Almost always correctly names the seasons. Sometimes it is difficult to list them in the right order.

After leading questions, the adult names the characteristic features of each season.

BELOW AVERAGE (5 - 7 points)

The child does not know how to take care of domestic animals and the inhabitants of the Corner of Nature. It is difficult to establish the relationship between human activities and the life of animals, birds and plants. Emotionally finds it difficult to express their attitude towards representatives of the animal world. Does not know the objects of the inanimate world. Cannot correctly name their distinguishing characteristics. He does not always correctly name the signs of inanimate nature. Names the seasons incorrectly. Can't list them in the right order.

Diagnosis of ecological knowledge of children of the middle group

Name and show the animals in the picture (3-4 types of wild and domestic)

Which animals are domestic, which are wild, name

Why does a person keep a cow, a sheep, a horse? How does he take care of them?

Name and show the birds in the pictures (3-4 species)

What does a bird eat, what is the body of a bird covered with? What do all birds have in common?

Name and show domestic birds

Tell me how the bird grew up?

Name and point out the fish that live in the aquarium.

Name and show the body parts of the fish in the picture.

Tell and show what trees do you know? (2-3 types)

Name and show coniferous and deciduous trees

Find out which tree the leaf is from (3-4 types)

Name, recognize the plant by the flower (3-4 species)

Name and show vegetables, fruits, berries (4-5 types)

Name and show a houseplant that grows in your corner of nature (3-4)

Determine which plants need to be watered?

What does it take for a plant to grow?

What happens if the plant is not watered?

What time of the year is it now, what time of the year was it? (find and show in the picture)

Criteria for evaluating answers:

1 point - if there is no answer or the child finds it difficult to answer the question, gets confused
2 points - the child has a certain amount of knowledge, but answers with leading questions

3 points - the child answers independently, can formulate conclusions

Calculation of results:

15 - 22 points - low level

23 - 35 - average level

36 - 45 - high level

Diagnosis of the level of environmental knowledge and skills of pupils.

1.Diagnostic components

The presence and nature of ideas about objects of nature.

A series of tasks - A.

Didactic game "What grows in the garden?" Quiz "Nature is our friend?", intellectual game"Lucky case".

2. study of the level of children's attitude to the environment.

A series of tasks - B.

Age groups: junior, middle, senior, preparatory.

Techniques - didactic game "Little Helpers"

Individual conversation “Why are plants, butterflies, birds happy and sad?”

Individual conversation "Thanks and angry nature?"

3. study of the nature of the practical activities of children in nature.

A series of tasks - V.

Age groups: middle, senior, preparatory.

Organization of practical activities by the teacher “Would you like to help a plant or an animal?”

Diagnostic technique Series A. The presence and nature of ideas about objects of nature.

Didactic game "Little Helpers"

Target: to reveal the nature of the child's ideas about objects of inanimate nature. The conversation method is used.

Material: a game character, cards depicting objects of inanimate nature (water, sun, air, sand, stones, twigs) and objects of the man-made world (paper, metal, wood products, sources of electric lighting, Balloons, a glass of clear and opaque water, sugar).

Children help the character answer difficult questions for him:

Where does water live? What is it like?

Show transparent (opaque) water.

How to make water opaque, sour, sweet, warm, cold?

Where does air live? What is it for? How to catch air?

Who does air help move?

Is it possible to make a cake for a doll out of dry sand

What can warm the earth, the water in the river, the bench on the street, the sand on the beach?

What helps you see in the dark?

Show light (heavy) objects.

What objects sink in water. Which ones float?

Didactic game "What grows in the garden?"

Target: to reveal the nature of the child's ideas about vegetable crops, the rules of their life support and benefits for humans.

The conversation method is used.

Material: cards with the image: vegetables, vegetable seeds, tomato, cucumber, pumpkin, cabbage, pepper, zucchini, gardening tools.

The game character is a scarecrow, on behalf of which the teacher asks questions to the children.

Show and name the vegetables. Which ones do you love?

What do you not like, why?

Do you think vegetables are good for humans? Why?

Lay out the cards in the following order: pumpkin seeds, cucumber, tomato, pepper.

Do you want to grow your own vegetables?

What do you think you need for this? Lay out the cards.

What water and how should vegetables be watered?

What do you think, do the vegetables themselves like vitamins (top dressing)?

Quiz "Nature is our friend?"

Target: reveal the nature of ideas about the objects of the surrounding nature.

The game is played in pairs. Children answer the questions in turn, supplement the answer of their opponent, correct or agree. For the correct answer, the participant of the quiz is given a chip.

What 2 conditional parts is the nature surrounding us divided into?

What is inanimate nature? To wildlife?

Why are plants classified as living things?

What types of plants are on the kindergarten site.

Name the trees, shrubs, flowers of our site.

How did they get here?

What do we do to make plants feel good?

What birds live or fly to the territory of the kindergarten site?

What insects do you know? Which of them did you meet at the kindergarten site?

What would happen if wildlife disappeared?

Intellectual game "Lucky chance"

Target: to reveal the nature of children's ideas about objects of animate and inanimate nature and their interdependence.

The game is played by teams, there are two of them.

1st round "Explainers"

Tree is… Shrub is… Bird is… Insect is… Flower is…

Seeds are... Soil is... Flower garden is... Barometer is... Thermometer is...

A poacher is... A forester is... An ecologist is... A hydrometeorologist is...

2nd round "Catch-up"

Name the trees, shrubs, medicinal plants, weather forecasters, perennials, annuals, cultivated plants, wild plants known to you.

3rd round "Duel"

Each team member asks any question about nature to his opponent, sitting opposite.

4th round "Troubles from a barrel

The teacher takes out cards from the barrel with the image of professional equipment for working in nature and observing it.

Tell me who left these things in our barrel and why he needs them.

Series B - the study of the level of children's attitude to the environment.

Didactic game "Little Helpers"

Target:

The game is carried out in the form of solving game problem situations in which the game character falls, and the children help him.

Material: large maps (A4 size) depicting problematic situations (plants drooping from the heat, water dripping from a tap, birds near an empty feeder in winter, a boy ruining a bird's nest, a girl catching a butterfly, etc.)

Individual conversation “Why are plants, butterflies, birds happy and sad?”

Target: identify the level of the child's attitude to nature, ideas about the rules of interaction with it.

Material: a set of pictures depicting problem situations in nature. The teacher invites the children to tell - why are the plant, butterfly, bird sad? What needs to be done to make them happy? For what nature could say "thank you" to us?

Individual conversation "Thanks and angry nature"

Target: to identify the level of the child's attitude to nature and ideas about the rules of interaction with it.

The conversation is held after a walk along the ecological path.

The teacher asks the child to answer the following questions:

Tell me, what pleased you the most during the walk?

Tell us what upset you the most during the walk?

For what the flower garden (garden) of the kindergarten could thank you?

Why would the flower garden (garden) of the kindergarten be angry with you?

What prevails in children's answers - enumeration of norms and rules of behavior

Or examples of eco - oriented activities.

Observations of the teacher on the attitude of preschoolers to objects of wildlife.

Series B. Studying the nature of children's practical activities in nature.

Younger age.

Experimental - experimental activity with objects of inanimate nature.

Skills, abilities through games with sand, water, air, light.

Average age.

The task. Would you like to help a plant? Animal?

Target: identify the child's ability to care for a living object of nature.

The child is invited to water the plant, remove dust from it (with a napkin or brush, depending on the surface of the leaf), loosen the soil.

The child must choose the necessary equipment himself.

The child is invited to feed the hamsters, turtles. He himself must choose the appropriate food, wash the feeder, pour the food.

Senior age.

The task. Plant care. Plant reproduction. Animal care.

Target: to identify the child's ability to care for wildlife and the skills of a creative attitude towards it.

The teacher instructs the child to independently complete the tasks, to tell about the sequence of each stage of work.

Answer what the plant, animal will become after caring for it.

Pick up inventory. Perform the necessary actions for plant propagation (seeds, leaf, stem)

The task. Environmental and educational activities.

Target: identify the level of readiness for environmental protection activities.

The teacher invites the children to explain the rules of behavior in nature to younger children during a walk.

Draw a poster or flyer for environmental content.

Levels of preparation of children for the basics of ecology and nature management.

High level .

Children are characterized by a pronounced orientation towards nature.

Preschoolers prefer activities with natural objects. With pleasure, on their own initiative, they communicate with living beings, observe the manifestations of their life.

They willingly respond to the proposal of an adult to help a living object, they independently see the need to care for it and perform it efficiently, noticing environmental problems in the kindergarten and on its territory, trying to solve them, attract the attention of elders.

They are able to independently find a source of information on a particular problem. Experience the pleasure of helping a living being. A wide range of ideas about nature has been formed. Children independently identify a number of essential features of the living in individual objects and groups.

They are quite confident in the rules of behavior in nature, they try to adhere to them. The motive for caring for animals and plants is the understanding of the value of the natural world, the desire to do good deeds.

Average level.

Children in general show a positive attitude towards nature of a selective orientation. They care about specific living objects that are directly related to them, are attractive to them. With pleasure, on their own initiative, they communicate mainly with familiar, pleasant animals and plants, are interested in the manifestations of their life, their condition.

Children have developed some significant ideas about the living. They refer to living things mainly as animals. In specific animals and plants, separate signs of living things (movement, nutrition) are distinguished.

The idea of ​​the norms of attitude towards animals and plants becomes more differentiated. Children identify separate rules for interacting with animals and plants, apply them when caring for a familiar living object. They notice violations of the rules of behavior in nature, motivate the need to observe them with practical benefits and beauty.

Preschoolers have developed some skills in caring for living beings. The direction of labor for the care of living beings is not fully comprehended. Children are fascinated by the process of performing labor actions, and not by obtaining a quality result that is important for the life of a living being.

The level is below average.

Children are characterized by an unstable attitude towards animals and plants without a pronounced positive orientation. The attitude is situational.

Children, along with individual positive actions, can be careless with objects. Even aggression. At the same time, they act unconsciously, mechanically, imitatively, they can join the wrong behavior of others. A hostile attitude towards outwardly unattractive living beings is characteristic.

Preschoolers, on their own initiative, do not show a desire to communicate with living beings, there is no interest in them.

Ideas about natural objects are superficial, often inadequate. Inanimate objects are considered alive, plants are not classified as living.

They have an understanding of the norms of attitude towards animals and plants. Children generally understand that natural objects should not be harmed, but do not understand why. They motivate the need to treat them with care, arguing that it is necessary.

They do not follow the rules of humane interaction with nature, they do not know how to care for living beings.

Diagnostic tools for identifying the level of formation of ecological ideas of preschool children

To what extent the child has mastered environmental knowledge;

What is the degree of mastering by the child labor skills and abilities to care for living objects;

To what extent the child has formed different types of attitude to nature (environmental, aesthetic, cognitive).

All diagnostics are carried out individually with each child. For more information, children are also monitored in various activities: play, labor, educational. Creative works of children are studied - drawings, crafts. Interviews are held with group educators and parents of pupils.

Experimental technique.

Diagnosis of ecological ideas of preschoolers should be carried out taking into account their age characteristics in two areas:

Formation of ecological knowledge and

Environmentally correct attitude to natural phenomena and objects.

All diagnostic tasks are grouped into three sections:

1. Ideas about nature:

a) about objects of wildlife;

b) about objects of inanimate nature.

2. Attitude towards nature.

3. Labor skills and skills for the care of living objects.

In each section, children are offered a set of control tasks.

The analysis of each diagnostic task performed by the child is carried out in accordance with the scores (on a 3-point scale), the characteristics of which are based on the recommendations of S. N. Nikolaeva and L. M. Manevtsova.

The scores based on the results of the performed diagnostic tasks are recorded in the examination protocol. Next, the average score is calculated, which determines the level of formation of environmental ideas and attitudes towards nature:

From 1 to 1.6 points - low level;

From 1.7 to 2.3 points - the average level;

From 2.4 to 3 points - a high level.

Ideas about nature.

A) wildlife.

Exercise 1.

Target. To reveal the nature of the child's ideas about the signs of the living; find out whether the child has an idea about the needs of living organisms, the conditions necessary for life.

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

Methodology. Individual conversation with the child. The child is invited to choose objects of wildlife from a set of pictures. After that, questions are asked:

How did you guess that all this is alive?

Why do you think that (a specific object is called) is alive?

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

Task 2.

Target. Find out if the child has an idea about the diversity of plants, their places of growth.

Methodology. The child is offered to look at all the pictures and choose plants growing in the forest, in the flower bed, in the garden, in the meadow.

Task 3.

Target. Find out if the child knows the parts of plants and their functions.

Material. Cards with the image of trees, flowers, vegetables, fruits, herbaceous plants.

Methodology. The child is offered to consider all the pictures and show the root, stem (trunk), leaf, flower, fruit of plants.

Task 4.

Target. Find out if the child has an idea about the stages of plant growth.

Material. Cards depicting the stages of dandelion growth.

Task 5.

Target. To reveal the child's ideas about the diversity of animals and their habitats.

Material. Large didactic pictures: a forest, a meadow, a pond, a village courtyard; animal pictures: 3-4 kinds of domestic and wild animals, 3-4 birds, fish, insects (beetle, dragonfly, butterfly, fly), frog.

Methodology. The child is invited to name the animals, place them on the pictures depending on their habitats and justify their choice.

Task 6.

Target. To reveal the child's ideas about the main stages of animal growth.

Material. Cards depicting the stages of growth and development of fish, birds.

Methodology. The child is offered to consider the cards and arrange them in the correct sequence, explaining his choice.

Task 7.

Target. Find out if the child has an idea about seasonal changes in the life of plants, animals, humans.

Material. Narrative pictures with images of the seasons and types of labor of people in different seasons of the year.

Methodology. An individual conversation is held with the child according to the plot pictures:

What time of year is this?

Why do trees look like this?

How does the life of animals change (called time
of the year)?

Why are people dressed like that? What are they doing?

Task 8.

Target. To reveal the child's ideas about the norms of attitude towards the living.

Material. Pictures with images of examples of correct and incorrect behavior of children in nature.

Methodology. Individual conversation with the child:

How did the boy/girl do? Why?

What would you do in his (her) place?

What good deeds have you done for plants, animals,
of people?

B) inanimate nature.

The child is interviewed on the following questions:

About water:

What color can water be?

What happens to water in winter, in summer - in extreme heat?

What happens to water if you scoop it up in your hand? What is the name of this property of water? (fluidity)

Why is water needed?

About sand:

What is the difference between dry sand and wet sand?

What happens if you step on wet sand?

Why is sand needed?

About natural phenomena (wind, rain, sky):

What is the wind like in spring, summer, autumn, winter?

What happens to trees when the wind blows?

Why is rain needed in nature?

What would happen to plants if there was no rain?

What appears after the rain on city streets?

How does the sky change in spring, summer, winter?

Why does the sky sometimes appear white or gray? What can "cloud" the sky?

If there are dark clouds in the sky in autumn or summer, how will the weather change?

Performance evaluation:

1 point - ideas about objects of animate and inanimate nature, their essential features and properties are superficial; the child has a small amount of knowledge; performs tasks incorrectly, allows many inaccuracies, cannot answer the questions posed.

2 points - the child has some essential ideas about objects of animate and inanimate nature, their properties and features; when performing tasks, he makes 2-3 mistakes, does not answer all the questions correctly, can not always argue his answer.

3 points - a wide range of ideas about objects of animate and inanimate nature has been formed; performs tasks correctly, answers the questions posed, confidently arguing his answer.

2. Attitude towards nature.

Exercise 1.

Target. To study the features of the child's attitude to animals and plants in specially created conditions.

Methodology. The attitude of the child to the inhabitants of the living corner is monitored. Special conditions are created in which the child will have to make a choice of activities - either with natural objects or other activities. At the same time, in a corner of nature there are some of the living beings that need help (animals - in feeding, plants - in watering), for which the necessary funds have been prepared, and materials for engaging in other activities (drawing, playing, looking at books). Two children are invited to the natural corner, and each of them is invited to do what he wants. If the child himself does not realize the need to help the living, you can attract his attention with the help of leading questions:

How do you think a living object feels?

How did you know it?

How can he be helped?

Would you like to help him?

Why do you want to help him?

Performance evaluation:

1 point - the child prefers playing, drawing, etc.; on his own initiative does not show a desire to communicate with living objects, there is no interest and desire to interact with them.

2 points - with pleasure, on his own initiative, communicates mainly with familiar, pleasant animals and plants.

3 points - prefers activities with natural objects. With pleasure, on his own initiative, he communicates with animals (familiar and unfamiliar) and plants.

3. The ability to carry out activities with natural objects (labor in nature).

Target. Reveal the child's ability to care for plants.

Methodology. The child is asked whether he would like to take care of a houseplant or not, and they are asked to explain why it is necessary to take care of the plant. After obtaining consent, the child is invited to:

Choose a houseplant in need of care, explaining your choice;

Tell about the sequence of plant care;

Take care directly.

Performance evaluation:

1 point - the child does not know how to care for living beings.

2 points - some skills of caring for living creatures have been formed. The direction of labor for the care of living beings is not fully understood - it is carried away by the process, and not by the quality of the result for a living object.

3 points - willingly responds to the offer of adults to help a living being; independently sees the need for care and performs it qualitatively. Feels the pleasure of helping the living.

Levels of ecological ideas and attitudes towards nature:

Low level (from 1 to 1.6 points)- the child recognizes and names a large number of animals, plants isolates their features. Knows some of their needs (for moisture, for food). Establishes private connections, compares objects according to individual characteristic features. Difficulties in identifying common features.

Has an idea about some objects of inanimate nature. Not always correctly names their main properties, signs.

Labor processes are not carried out independently, the quality of labor is low. On his own initiative does not show interest in living objects. The manifestation of a humane attitude is situational. Cognitive attitude is unstable, associated with bright, attention-grabbing events.

Average level (from 1.7 to 2.3 points)- the child distinguishes between a large number of objects of animate and inanimate nature, singles out characteristic and - under the guidance of a teacher - essential features. Knows the signs of the living. Establishes private and some public links. Able to compare objects on the basis of differences and similarities. Insufficiently mastered general concepts and general connections.

Shows interest in familiar and pleasant living objects.

He performs labor processes independently, achieves good results.

High level (from 2.4 to 3 points)- the child knows the main signs of living and inanimate nature, establishes links between the state of living beings, the environment and the correspondence of conditions to needs. Knowledge is of a generalized, systemic nature.

Independently, on its own initiative, shows interest in familiar and unfamiliar living objects.

Rather confidently orientated in the rules of behavior in nature, tries to adhere to them. Carefully, caringly, humanely refers to nature. Ready to help if needed. Emotionally perceives nature, sees its beauty.

Possesses labor skills, achieving good results.

CONSULTATION

Diagnosis of environmental knowledge of preschoolers

Preschool childhood is the initial stage in the formation of the human personality. During this period, the foundations of personal culture are laid. In the work on the priority direction - the environmental education of preschool children, the program of S. N. Nikolaeva "Young Ecologist" was chosen.

Ecological education of preschool children - in accordance with the concept of the author of this program - involves, firstly, the formation of a consciously correct attitude towards natural phenomena and objects; secondly, familiarization of children with nature, which should be based on an ecological approach, i.e., reliance on the fundamental ideas and concepts of ecology.

Ecological education of preschool children should be carried out taking into account their age characteristics in two directions: the formation of environmental knowledge and an environmentally correct attitude to natural objects. These two directions are inseparable: In order to teach children to treat the natural world correctly, it is necessary to give them certain knowledge about animate and inanimate nature.

Target environmental development preschoolers - the formation of elementary environmental knowledge, healthy lifestyle life, thought and behavior.

The goal is achieved through the solution of several tasks.

1. Tasks of a health-improving orientation.

2. Tasks of educational orientation.

3. Tasks of educational orientation.

4. Tasks for the development of labor skills and abilities when familiarizing with natural phenomena.

5. Tasks for the formation of aesthetic judgments about nature in the process of participation in productive activities.

Criteria for the formation of environmental knowledge.

knowledge about the animal world;

Knowledge of the plant world;

Knowledge of inanimate nature;

knowledge of the seasons;

Attitude towards the natural world.

Control tasks to determine the level of formation of environmental knowledge of preschoolers are carried out individually with each child.

TASK #1

Purpose: to determine the level of knowledge of the characteristic features of animal representatives.

Equipment: three maps: the first is divided into three parts (farm yard, forest and landscape of hot countries); the second shows the blue sky, tree branches and the earth; on the third sky and meadow. Cards with the image of animals, cubs of domestic animals, birds, insects (respectively for each age).

Instructions for use.

You show the child the first card, from all the cards you offer to choose animals and place them on the card, taking into account their place of residence.

Then offer the child a second card, choose birds from the remaining cards and place them on the card as you wish.

After that, offer a third card, choose insects from the remaining pictures and place them on the card.

If there are any cards left, you can invite the child to think again and place them on one of the cards. We ask the older children on what grounds he placed the animals on the maps.

After the child completes the task, we show the younger preschoolers cards with the image of pet cubs and offer them to find their mother. Questions to children: What is the name of the animal and the cub? What is the name of the bird or insect? Senior preschoolers are invited to choose 2 images of animals, three insects, three birds, and then answer the questions in accordance with the selected cards. What is the name of the animal (bird, insect)? What can you tell about him? your attitude towards them.

High level: the child easily distributes representatives of the animal world by species; justifies his choice. Correlates representatives of the fauna with the habitat. Without much effort, coherently and consistently answers the questions posed.

Average level: the child sometimes makes minor mistakes in the distribution of representatives of the animal world by species; does not always justify their choice. Basically correlates representatives of the fauna with the habitat. Answers the questions, but sometimes makes inaccuracies in the answers.

Below average level: the child often makes mistakes in the distribution of representatives of the animal world by species. Does not always correlate representatives of the fauna with the habitat. It is difficult to answer the questions posed, and if he answers, then basically it is not true.

TASK #2

Purpose: to determine the level of knowledge of the characteristic features of the plant world.

Equipment: Indoor plants recommended by the program, appropriate for the age of children, a watering can for watering indoor plants, a water sprayer, a stick for loosening, a rag, a tray; pictures depicting trees (coniferous and deciduous), shrubs, berries, mushrooms, flowers (garden and forest).

Instructions for carrying out.

You name indoor plants, offer to show them.

For younger preschoolers, with the help of a butterfly, offer to show the stem, leaves, flowers. Show how to water indoor plants.

Senior: What conditions are necessary for the life, growth and development of indoor plants? How to properly care for indoor plants? Show how to do it correctly (using one plant as an example). Why do people need indoor plants? Do you like indoor plants and why?

Then offer the children images of trees, shrubs, berries, mushrooms, flowers.

Younger preschoolers find a tree, call it, with the help of a bird they find a trunk, branches, leaves.

Seniors: a) first choose trees, then shrubs (poplar, lilac, birch);

b) deciduous and coniferous trees (spruce, oak, pine, aspen);

c) berries and mushrooms (strawberries, volnushka, boletus, strawberries);

d) garden flowers and forest flowers (aster, snowdrop, lily of the valley, tulip).

Evaluation of performance results.

High level: the child independently names various types of plants: trees, shrubs, flowers. Easily identifies groups of proposed plants, distinguishes the structure of plants. Without the help of an adult, he names the conditions necessary for the life, growth and development of indoor plants. Tells how to properly care for them (kids with the help of an adult). Shows emotional interest.

Intermediate level: p The child sometimes makes minor mistakes in the names of plant species. Basically, it correctly identifies the groups of proposed plants, sometimes it is difficult. Without the help of an adult, he names the conditions necessary for the life, growth and development of indoor plants. Tells you how to properly care for them. Practical skills and abilities are insufficiently formed. Shows interest.

Below average level: the child finds it difficult to name the types of plants. It is not always possible to distinguish groups of proposed plants. It is difficult to tell how to properly care for indoor plants. In practical activities, he constantly turns to an adult for help.

TASK #3

Purpose: to determine the level of knowledge of the characteristic features of inanimate nature.

Equipment: jars of water, sand (for kids), clay, stones (we add older ones).

Instructions for carrying out.

Suggest to determine the contents of the jars. After the child names an object of inanimate nature, offer to answer questions. What properties of sand do you know? Where and for what does a person use sand? What properties of water do you know? Where and for what does a person use water? What properties of clay do you know? Where and for what does a person use it? What properties of stones do you know? Where and for what does a person use them?

Evaluation of test results.

High level: the child easily determines the contents of the jars. Correctly names the distinctive characteristics of inanimate objects. Independently talks about why people use objects of inanimate nature. When answering, he shows imagination.

Average level: the child basically correctly determines the contents of the jars. Names the main distinguishing characteristics of objects of inanimate nature. After additional questions, the adult gives examples of how people use objects of inanimate nature.

Below average level: the child makes significant errors in determining the contents of the jars. He does not always correctly name the distinctive characteristics of inanimate objects. It is difficult to answer the question of what they are for.

TASK №4

Purpose: to determine the level of knowledge of the seasons.

Equipment: for kids, illustrations and images of the seasons, for older ones, a landscape sheet of paper, colored pencils and felt-tip pens.

Instructions for carrying out.

Invite the kids to look at the pictures and name the seasons.

Ask your elders questions: What time of the year do you like the most and why? Draw a picture of this season. Name the season that will come after your favorite season, what will come after it, etc.? Suggest answering the question: When does it happen?

The bright sun is shining, the children are swimming in the river.

The trees are covered with snow, the children are sledding down the hill.

Castings fall from the trees, birds fly away to warmer climes.

Leaves are blooming on the trees, snowdrops are blooming.

Evaluation of performance results.

High level: The child correctly names the seasons. List them in the correct order. Knows the characteristics of each season. From memory reproduces the seasonal features of a particular season.

Average level: The child correctly names the seasons. Sometimes it is difficult to name them in the right order. Basically knows the characteristic features of each season, but sometimes makes minor mistakes. The figure reflects the essential features of a particular season.

Below average level: the child does not always correctly name the seasons. It's hard to name them in the right order. Does not know the characteristic features of different seasons. The figure cannot reflect the characteristic features of a particular season.

TASK #5

Purpose: to determine the level of attitude to the natural world.

Instructions for carrying out.

For kids, we offer two pictures depicting a dog and a cat. Questions: What animal do you like best? Do you have such animals at home? What are you doing with it? (will you do) What can and cannot be done with a cat (dog)? How do we take care of indoor plants?

Questions to seniors: “How do you help adults take care of pets (if any)?” If the child does not have pets, ask: “If you had a cat or a dog at home, how would you take care of them?”.

“How do you help adults take care of the Nature’s Corner in the group (if any)?” If there are none in the group, ask: “If there were fish, parrots and hamsters in the group, how would you take care of them?”

What can you and an adult do to ensure that plants always grow on the kindergarten site?

How can we help wintering birds?

Evaluation of performance results.

High level: The child answers the questions in full sentences. Knows how to take care of pets and the inhabitants of a corner of nature. Understands the relationship between human activities and the life of animals, birds and plants.

Average level: the child answers the questions. Basically knows how to take care of pets and the inhabitants of a corner of nature. Sometimes he does not understand the relationship between human activities and the life of animals, birds and plants.

Below average level: the child finds it difficult to answer the questions. Has no idea how to take care of pets and the inhabitants of a corner of nature. Does not understand the relationship between human activities and the life of animals, birds and plants.

Levels of formation of ecological knowledge (sample table)
Surname, name of the child	Knowledge about animals, birds and insects	Knowledge about the plant world	Knowledge about inanimate nature	Knowledge of the seasons	Relationship to the natural world	Overall rating
Ivanov Vanya
Petrova Masha
Sidorov Petya