2.1. IDEAS OF ECOLOGICAL EDUCATION IN FOREIGN AND DOMESTIC STUDIES
The emergence of ideas for environmental education in foreignpedagogical systems. Reflection of environmental ideas in domestic courses of school science and historypreschool pedagogy in Russia (second halfXIX - StartXX in.). Russian progressive pedagogy about the meaning of nature ineducation and upbringing of children (K.D, Ushinsky,E.N. Vodovozova, E.I. Tikheeva). Approaches to defining the tasks and content of the natural history work of preschool institutions in the program documents of the 30-50s. Scientific developmentworking out the theoretical foundations of the content and methodology to familiarizeleaning children with nature (60-80s). Main directionsdevelopment of the theory and methodology of environmental education in modern teaching practice. Development of the concept of environmental education for schoolchildren (70s). Rethinkingthe content and methods of familiarizing preschoolers withnature, the formation of the theory of environmental educationpreschool children (80-90s).
Understanding of the current state of any science is in direct dependence on knowledge of the history of its origin and development.
Outstanding representatives of foreign pedagogy Ya.A. Komensky, D. Lock, Zh.Zh. Russo, THEM. Pestalozzi, assigned nature an important role in the upbringing and education of children.
Czech teacher Ya.A. Comenius importanthe considered nature to be a means of mental education. The basis of knowledge of the world is sensory perception in the process of observing natural phenomena. The basis of Comenius's pedagogical theory is the conformity of nature to education. He tried to establish the laws of education by analogy with natural nymthe laws of nature. In the content of the knowledge necessary for a six-year-old child, he included: “... the names of trees and some of the more famous and more common grasses and flowers ..., as well as animal differences ... what is a field ..., a mountain, meadow, forest, river ... ". Ya.A. Comenius highlighted the "golden rule" of didactics: "Everything that is possible to represent for perception with the senses: visible for perception - by sight, heard - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch ...". Pointing to the need to prepare a preschooler for mastering an integral system of knowledge, for highlighting similar phenomena and objects, Comenius highlighted the following:
Nature influences the development of sensing, enriches with knowledge and forms moral qualities.
The preschooler is given a scientific system of knowledge that is accessible to his understanding.
The study of the surrounding world is based on the principles of visibility of movement from simple to complex, taking into account activity and consciousness.
Acquaintance with nature takes place under the guidance of an adult.
Thus, Ya.A. Comenius determined the methods of cognition of the surrounding world, the volume and content of knowledge about nature for preschool children and the principles of teaching.
French educator - writer Jean-Jacques Rousseau - the ideologist of the theory of free education, the basis of which is the principle of conformity to nature. In his system, nature is assigned a leading role in the upbringing of children. In the book: "Emile or on Education" Rousseau emphasized the special importance of nature in the sensory development of children. Like Comenius, he brings to the fore the sensory experience of the child. Rousseau believed that the very process of knowing nature should take place on the basis of his own observation and experience, through trial and error. Thus, Rousseau assigned the leading role in cognition to the child's independent study of nature.
The Swiss teacher is a democrat of THEM. Pestalozzi, like Rousseau, considered nature to be one of the decisive factors in mental, moral, sensory education. Unlike Rousseau, Pestalozzi considered sensory and mental education in close unity and considered nature to be one of the decisive factors of the mental (and not only sensory and moral) development of the child. According to Pestalozzi's theory, the study of natural phenomena should take place with the help of observations. Isolation of essential properties in observed objects and phenomena, their comprehension and expression in speech form the basis of logical thinking.
Pestalozzi considered it necessary to teach children to use the knowledge gained about nature in their practical activities, in work. Important for the modern understanding of the use of nature in the upbringing of children is Pestalozzi's indication of the need for adults to guide the process of learning about nature. Without the help of a teacher, a child is not able to understand all the diversity of the world around him.
F. Frebel was one of the largest representatives of bourgeois pedagogy in the first half of the 19th century. Friedrich Froebel, student and follower of Pestalozzi. He created his own original pedagogical system of public preschool education. He believed that the upbringing of a child should take place in close connection with nature, tk. nature is an important tool for the all-round development of children. In his opinion, constant observations, the study of phenomena of living and inanimate nature develop observation in preschoolers, improve their sensory perception of the world, teach them to think.
F. Frebel noted the expediency of teaching children not only observations, but also the care of plants and animals as an important source of knowledge and experience, as an effective means of moral education. For the development of the moral qualities of the personality of a preschooler, work skills and skills, he recommended creating plots in kindergarten. In his work "Kindergarten" gh wrote about the need to create conditions for the independent cultivation of plants by children: "... so that they learn from inappropriate seating experience that plants should only be handled carefully and correctly." F. Frebel noted the beneficial influence of nature on the education and upbringing of those "who early open their heart and mind to her."
In the works of the utopian socialist Robert Owen, the idea of \u200b\u200bthe need to educate children in harmony with nature was traced. In his self-written Life of Robert Owen, he formulates the principles of parenting in the New Lanark school. R. Owen considered walks organized with the aim of acquainting children with the products of gardens, vegetable gardens, fields and forests, with domestic animals and with natural science in general as an important part of education.
Pauline Kergomard, a progressive figure in French public education, theorist of preschool education, advocated the need to form true ideas about nature in children. She noted that the child should know the name of the animal, the food he eats and “... as far as possible, his disposition and habits. Children need to know the names of the trees in the shade of which they play, and the features by which they recognize trees of the same species ... ”.
Italian teacher Maria Montessori recognized the enormous influence of nature on the physical education of the child and the development of curiosity. Like Rousseau, Montessori saw nature as a means of sensory education. She emphasized that in the process of observation and work in nature, children develop positive moral qualities and a caring attitude towards living beings.
Analysis of foreign pedagogical literature shows that questions about the role of nature in the upbringing of children, the content of knowledge about nature were in the center of attention of teachers.
Representatives of Russian progressive pedagogy of the 19th century made a great contribution to the formation of the modern method of acquainting children with nature. Education and upbringing were viewed by them not only as a process of transferring titles to the younger generation, but also as the formation of the orientation of the child's personality, his attitude to reality. A. Ihertsen, V. G. Belinskiy, N. G. Chernyshevsky, N.A. Dobrolyubov believed that acquaintance with native nature should take a leading place in the upbringing and teaching of children. They attached particular importance to the formation of realistic ideas about nature in children, that is, they considered natural phenomena in close interconnection and interdependence. In their opinion, one of the main tasks of education is to give children the opportunity to apply their knowledge in practice.
The famous Russian teacher KD Ushinsky considered nature to be a great educator, which has a significant impact on the formation of patriotism and aesthetic feelings. He highly appreciated the role of natural science in the initial education of children, believing that the logic of natural phenomena is most accessible to knowledge, promotes the development of figurative and logical thinking, forms curiosity and observation.
K. D. Ushinsky believed that the use of nature in the uprising of children should be based on the principles of nationality. He singled out the task of teaching children to observe, that is, to enrich children with vivid images that become elements of thought processes,
Ushinsky defined the requirements for the selection of material about
nature, the sequence of familiarizing children with the natural world. In the book "Native Word" Ushinsky introduces the phenomena of nature, animals, plants. Acquaintance begins with domestic animals, then children learn to distinguish between domestic and wild animals, get acquainted with birds and four-legged animals, dividing them into classes. The tetrapods were divided according to the type of food: herbivores and carnivores; birds - on domestic, carnivorous and singing. He grouped plants into classes: mushrooms, herbs, flowers. Plants: grain, garden, berry and fruits. Trees: fruit trees, simple trees and shrubs. Thus, Ushinsky determined the content of knowledge about nature. He emphasized the need for a child to form a system of natural history knowledge based on material familiar to children. KD Ushinsky also determined the methods of observation. He identified two conditions for the development of observation: visibility) learning, presentation of material in a system and sequence. Ushinsky proposed at first to teach children to find, list and set out in order the signs of objects that are in front of children. He considered the comparison of objects to be an important stage in the conduct of observation: starting with differences, and then with similarities. He noted that it is necessary to follow the sequence in posing questions.
The ideas of KD Ushinsky were reflected in the works of his followers. IN AND. Vodovozov in his books provides knowledge on general issues of natural history. In 1866 A.S. Simonovich publishes the book "Kindergarten", which examines the preparation of children in natural science for school.
Further development of the problem in Russia is reflected in the works of E.N. Vodovozova. The book "Mental and moral education of children from the first appearance of consciousness to entering school" has gone through seven editions. The book develops the content of observation of nature and offers stories for reading. E.N. Vodovozov gave a special place to nature in sensory education idevelopment of observation. She considered it necessary to teach children to observe - to notice, essential and unimportant, to develop a habit. draw the right conclusions from observation. She considered walks and excursions in nature to be the best means of developing observation. E.N. Vodovozova considered it necessary to use active methods to familiarize herself with nature, and she assigned the leading place to adults. She assigned a large role to labor in nature, the independence of children in caring for plants E.N. Vodovozova recommended organizing observations of plants and animals directly in the room: conducting various experiments, showing the properties of objects, relationships and explaining the causes of individual phenomena. Content of observations, methods recommended by E.N. Vodovozova, were aimed at creating a correct understanding of nature, interest and curiosity in the child. Thus, E.N. Vodovozova contributed a lot to the development of the problem of the content and methods of environmental education.
The ideas of teachers of the past about the educational value of a child's communication with nature were developed and generalized by Russian naturalist teachers A.Ya. Gerd, geologist, founder of the Moscow scientific school, A.P. Pavlov and many others. They created a number of original manuals on the methodology of natural science, in which the organization of the educational activities of schoolchildren was substantiated, taking into account the relationship of scientific knowledge and sensory perception of natural objects and phenomena. For example, in 1902, a natural history program was introduced, compiled by the professor of the Forestry Institute D.Kaigorodov. It proposed to study nature in "hostels" (garden, field, river, meadow, forest). Students had to study the flora and inorganic environment in interconnection, only by seasons (the principle of seasonality is introduced for the first time) and only on excursions into nature (since nature must be studied alive, beautiful, real, and not dried up in herbariums and collections.
The follower of DN Kaigorodov, the Russian natural scientist VV Polovtsev, in his work "Fundamentals of the General Methodology of Natural Science" proposed to introduce a "biological method" of studying natural science (1907). Its essence lies in the fact that in the process of acquaintance with the phenomena of nature, connections and relationships that exist in nature and are accessible to direct observation should be revealed to children of a given age.
In the Soviet school, environmental education was carried out in two directions: one of them was related to the study of environmental issues in the classroom and excursions, the other - in extracurricular and extracurricular activities.
At the First All-Russian Congress on Preschool Education, the task was put forward "to bring nature closer to the child." To create conditions in preschool institutions for acquainting schoolchildren with animals and plants. But at the same time, there was an insufficient use of observations of nature, an underestimation of its role in the development of the child. In the "Instructions for the management of the hearth and kindergarten" (1919), for the first time, the task was set to teach children to love and protect nature. To accomplish this, it was planned to create aquariums, terrariums in the kindergarten, keep animals, grow plants and flowers. At the same time, children were given independence in caring for plants and animals.
At the Second All-Russian Congress on Preschool Education in 1921. means were identified that bring the child closer to nature:
Arrangement of excursions and walks
The work of children in the garden, vegetable garden, flower garden and in caring for animals.
introduction ineveryday life of preschool work of living material for observations over it.
At the Third Congress, the main method for a child's study of nature was determined - an accessible study of the environment through systematic exercises of external senses. In 1924, the People's Commissariat for Education set the task of studying the nature of the region, for this a research method was used. It was supposed to find out the impact of production on the environment with the help of excursions, in a living corner.
At the Fourth All-Russian Congress on Preschool Education (1928), it was recommended that teaching work should be carried out on certain organizing points, focusing on organizational studies.
Thus, the decisions of the congresses on preschool education had a significant impact on the development and formation of the methodology of environmental education. The first and subsequent program documents included the content of knowledge about nature, determined the main methods of acquaintance with it.
In general, in the 1920s-1930s, great attention was paid to numerous excursions to nature, practical, research and laboratory work. Excursion biological stations, pedagogical biological stations, stations of young naturalists were organized everywhere. But gradually natural science was reduced to agricultural practice.
Only since 1932, the principle of scientific content was put in the basis of the study of nature at preschool educational institutions, and educational aspects began to be developed. The first draft of the program, which defined the goals and objectives of preschool environmental studies, was published in 1932.
In the 1930s, the industrialization of the country began. At this time, a consumer attitude towards nature was brought up in children. Studied; how many matches can be made from one tree, for which people need forests, fields, rivers and other similar questions.
In the 30-40s of the XX century, the questions of the influence of nature on education received a deeper theoretical substantiation. They began to study in more detail the influence of communication with nature on the all-round development of children. The main contribution to the development of questions was made by E.I. Tikheeva, L.K. Schläger, V.A. Sukhomlivsky and others.
E.I. Tikheeva emphasized the power of the educational influence of nature on the child. She considered nature to be an inexhaustible source from which children draw the content of games, observations, and labor. In her opinion, the more sense organs participate in the perception of nature, the more active the preschooler is, the more fully he learns the environment. Like K.D. Ushinsky, E.I. Tikheeva believed that the natural world holds great opportunities for the development of observation in children. She suggested the means, forms and methods of knowing the environment, recommendations for excursions, conversations, requirements for a corner of nature. E.I. Tikheeva attached great importance to the selection of knowledge for preschoolers and work planning. In the plan-program she proposed, the material about nature is highlighted in a special chapter - The plan provides for the complication of the material from one age to another, the observance of such principles as seasonal, local history. EI Tikheeva proposed a holistic approach to the study of nature, which is the most useful and accessible for preschool children. At the same time, she overestimated the role of nature in aesthetic education, believing that only she provides samples of "eternal and unchanging beauty."
LK Schleger includes nature as one of the factors influencing the development of a child. Like EI Tikheeva, she recommends the use of excursions, but does not consider it necessary to prepare for them in advance. Schläger saw rich pedagogical opportunities in conversations. “The habit of talking in a certain direction,” she writes, “develops in the child the ability for active, ie, conscious observation, which is a huge step forward in the development of his mental strength. The work of consciousness is always associated with the ability to draw some conclusions from their observations. " She believed that the knowledge gained by children should be embodied in their creative activity.
LK Schleger, together with ST Shatsky, prepared material for conversations with preschoolers. The authors, adhering to the seasonal principle, introduced children to inanimate and living nature. For each topic, didactic and visual material, tasks for children were selected. The content of the conversations was given in accordance with the characteristics of the age. Despite the shortcomings of the recommended conversations (some randomness, there was no clear dependence of changes in living nature on non-living nature, etc.), they played a positive role in the selection of educational content for preschoolers when acquainting them with nature.
A great legacy in the field of upbringing preschoolers by means of nature was left to us by the outstanding Soviet teacher V.A. Sukhomlinekiy. He attached particular importance to the influence of nature on the formation and development of the child's personality. “Man was and will always remain a son of nature, and what makes him akin to nature should be used to familiarize him with the richness of spiritual culture,” said Sukhomlinsky. “The world around a child is, first of all, the natural world with an infinite wealth of phenomena, with inexhaustible beauty. I see an educational meaning in the fact that the child sees, understands, senses, experiences, comprehends as a great secret, familiarization with life in nature ... ".
In the book "I give my heart to children" Sukhomlinsky gives teachers advice: "Go to the field, to the park, drink from the source of thought, and this living water will make your pets wise researchers, inquisitive people and poets." He notes that "it is much more difficult to take the children out to the lawn, to visit them in the forest, in the park, than to teach them."
The famous teacher closely linked the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor.
V.A. Sukhomlinsky noted that nature itself does not educate, brings up only active interaction with it. “I was amazed,” says Sukhomlinsky, “that children's admiration for beauty was intertwined with indifference to the fate of the beautiful. Admiration for beauty is only the first sprout of a good feeling that needs to be developed, turned into an active desire for activity.” Sukhomlinsky proposes to create a living corner where all children will take part in caring for animals, to organize "bird" and "animal" hospitals, and plant trees in order to make this situation real. In order for a child to learn to understand nature, feel its beauty, read its language, take care of its wealth, all these feelings must be instilled from an early age. Sukhomlinsky writes: "Experience shows that good feelings should be rooted in childhood, and humanity, kindness, affection, benevolence are born in work, cares, worries about the beauty of the world around us."
Thus, the experience of V. A. Sukhomlinsky in the "School of Joy" confirms that good feelings should be rooted in childhood, and the basis for educating humanity, kindness, careful and caring attitude to all living things is knowledge about the environment.
In the 40-60s, research continues in the field of determining the importance of nature in the comprehensive education of preschoolers, establishing a connection between natural history knowledge and the practical activities of children, developing active methods of cognizing the world around them (E.I. Zalkind, S.A. Veretennikova, 3.D Sizenko-Kazanets, L. Ye. Obraztsova, L. F. Mazurina, R. M. Base and others).
In the 70-80s, the improvement of the methodology continues. Further development is gained by the questions of the influence of natural history knowledge on the development of the child, the search for ways of their systematization, the study of the possibilities for preschoolers to assimilate the relationships existing in nature, the upbringing of a positive attitude to nature, the desire to work, take care of living things, protect the natural environment (P.G. Samorukova, S. N. Nikolaeva, V. G. Gretsova-Fokina, N. F. Vinogradova, E. I. Zolotova and others).
In the early 70s, increased attention was paid to the problem of nature protection, which led to the active promotion of environmental knowledge. At this time, the theory appeared: "environmental education".
By the end of the 70s, the concept of "complex, social, global ecology" became widespread in science, reflecting the essence of research on the interaction of man and society as a whole with nature. Therefore, instead of "environmental education" they began to talk about "environmental education".
In the 70s-80s, researchers I.D. Zverev. I.T.Suravegina, A.N. Zakhlebny and others formulated the basic principles of environmental education:
An interdisciplinary approach to the formation of ecological culture.
Systematization and continuity of the study of ecological material.
The unity of the intellectual and emotional-volitional principles in the activities of students to study and improve the natural environment.
The relationship between global, national and local history disclosure of environmental problems in the educational process.
The founder of environmental education in Russia I.D. Zverev noted, whatknowledge about nature is a general didactic basis for its protection, that is, only on the basis of knowledge can children be convinced of the need for a caring attitude towards nature and its riches, I.D.Zverev emphasized that it is necessary to concentrate the efforts of scientists in developing conditions for the formation of environmental responsibility. He referred to these conditions:
Humanization of education in order to form a universal human priority of preserving the living environment;
Activation of the environmental movement;
Application of knowledge in practice as an element of ecological culture;
Bridging the gap between knowledge, consciousness, emotion, attitude and activity;
Creation of options for the content and forms of environmental education in changing conditions.
DN Kavtaradze notes that the main thing in environmental education is the formation of an appropriate worldview, the formation of environmental awareness. He notes that many of the country's existing conservation studies focus on natural resources, but not nature. For the formation of an active ecological consciousness, the education of a careful and caring attitude to nature, knowledge is needed in combination with practical activities for the protection of nature: fencing of anthills, rescuing fry, chicks. In the process, mercy, humanity, the ability to sympathize and empathize are cultivated.
GD Gachev emphasizes that “from now on it is impossible to look at nature only as a material and raw material of labor. Nature should be perceived as "value in itself."
Thus, a new area began to be developed in pedagogical theory - the theory and methodology of environmental education, which develops the content, principles, methods, forms of environmental education.
The theoretical basis of the methodology of environmental education of preschoolers is a number of studies in the field of preschool pedagogy. These are the works of I. A. Khaidurova, S. N. Nikolaeva, E. F. Terentyeva, 3. P. Plokhiy, N. N. Kondratyeva, A. M. Fedotova, L. S. Ignatkina, T. V. Khristovskaya, I.A.Komarova, T.G. Tabunashvili and others.
The main focus of these studies is the selection and systematization of ecologically significant content of knowledge about nature for preschool and primary school children. The authors have shown that children 5-7 years old are able to assimilate knowledge that reflects natural phenomena: the connection of a living organism with the environment, its adaptability to it , growth and development, connections in communities of living organisms.
A.M. Fedotova found that it is easier for preschoolers and primary schoolchildren to assimilate generalized ideas about groups of unrelated animals and having morphological and functional similarities.
Research by NN Kondratyeva, the author of the program of environmental education for preschool children "We", showed that the attitude towards animals and plants in children of 7-8 years old is ambiguous. First of all, this is a manifestation of interest in living beings, a desire to come into contact and communicate with them. N.N., Kondratyeva revealed that the attitude of children to living things is characterized by increased emotionality and cognitive orientation, which is combined with experimentation with living things.
A.N. Potapova emphasized that it is very important already in early childhood to form a sparing, protective and caring attitude towards nature in a child. In order for a child to have a desire to take care of other living things, they must exist around him in sufficient numbers. The leading role in the acquisition of knowledge about nature by children is assigned to the educator.
In the work of L. Unuchek "We bring up a respect for nature" it is revealed that ecological knowledge reveals the dependencies existing in nature and contributes to the formation of a conscious attitude to nature.
E.I. Zalkind believes that the upbringing of a positive attitude towards living things should be based on the relationship between the knowledge gained by children and practical activities in growing plants and protecting nature.
M.K. Ibragimova writes that communication with an animal causes great emotional experiences in the child, which are stored in the memory, leave good memories, good feelings. The child should be provided with unhindered access to animals, given the opportunity to establish and remove contact. M.K. Ibragimova considers the lack of knowledge and appropriate skills to be the reason for the improper treatment of living creatures by children. The attitude towards animals is also influenced by the level of the child's attitude towards others.
Environmental education is an impact on people's consciousness in the process of personality formation in order to develop socio-psychological attitudes and an active civic position, a careful attitude towards the totality of natural and social benefits.
According to A. Emelianenko, the long-term participation of preschoolers in caring for animals helps not only to foster a sense of responsibility, love for all living things, but also to expand the knowledge of children. Thus, the feeling of active love and the behavior corresponding to it develops gradually on the basis of knowledge from a positive-emotional attitude to a consciously directed activity.
Research by I.A. Khaidurova proves that older preschoolers are able to assimilate general ideas about environmental dependencies in nature.
Thus, the content and methods of familiarizing preschoolers with nature were rethought by the 80s of the XX century. 80-90s can be considered a period of formation of the theory of environmental education for preschool children. With the adoption of the decree "On environmental education of students in educational institutions of the Russian Federation" (03/30/1974 No. 4 / 1-6), environmental education is gradually becoming the most important direction in the work of educational institutions, including kindergartens.
2.2. ECOLOGICAL EDUCATION STRATEGIES FOR PRESCHOOLERS
AT THE PRESENT STAGE
The main directions of development of preschool environmentaleducation at the present stage. The creation of the system is indispensablebreakthrough environmental education as the main direction "its improvement. The concept of environmental education and upbringing of preschoolers.
In the 90s, with the publication of the laws of the Russian Federation "On environmental protection" and "On education", "Decree of the President of the Russian Federation on environmental protection and sustainable development" (1992) of the decree "On environmental education of students in educational institutions of the Russian Federation ”(30.03.1997 № 4 / 1-6) environmental education is gradually becoming the most important direction in the work of preschool institutions. Such prominent scientists as N.N. Kondratyeva L.M. Manevtsova S.N. Nikolaeva, NA, are developing to improve programs for environmental education of preschoolers. Ryzhova and others.
A legislative and legal framework has been created in Russia to ensure greening education and education in babyflaxinstitutions. The Convention on the Rights of the Child, adopted by the UN General Assembly and ratified in 1990 by the Russian Federation, proclaimed four basic requirements:
The child's right to life.
The right to development (education, recreation, leisure, participation in cultural life).
The right to defense.
The right to actively participate in society (the right to information and freedom of expression, freedom of speech, conscience, religion).
Below is a list of legislative and regulatory documents that ensure the greening of education and upbringing in preschool institutions.
Constitution of the Russian Federation.
Federal Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (dated July 3, 1998).
Materials of the Intergovernmental Conference on Environmental Education (October 14-26, 1977, TB.) -
The Law "On the Sanitary and Epidemiological Welfare of the Population" "1034-1 of 04/19/1991 as amended by the RF Law of 06/02/93" 50764, Federal Law "89-FZ of 06/19/95.
Federal Law "On Environmental Protection". "2060-1 dated 19.12.1991 (rev. Dated 02.06.1993" 5076-1).
Program of Action: Agenda 21 and other documents of the Rio de Janeiro conference in a popular presentation. Geneva. Center "For Our Common Future". 1993.
Convention on Access to Information and Public Participation in Decision-Making and Access to Justice in Environmental Matters. UN. Economic and Cosocial advice. European Economic Commission. Aarhus 23-25 \u200b\u200bAug 1998.
Resolution of the Government of the Russian Federation "1208 of 03.11.94" On measures to improve environmental educationpopulation ".
Preschool educationin Russia. (Collection of current regulatory and scientific-methodological materials). Ed. R.B. Sterkina. M .: ACT. 1997.336 p.
Convention on the Rights of the Child and the Reality of Childhood in Russia. (Materials of the initial report of the Russian Federation to the UN Committee on the Rights of the Child). M. 1993.
Federal Law "On Information, Informatization and Information Protection". 02/20/95, "24-FZ.
Federal Law "On Public Associations".
Federal Law "On Ecological Expertise" "174-FZ of 23.11.95.
Federal target program "Children of Chernobyl" for 1998-2000, part of the Federal Target Program "Children of Russia". Approved by Decree of the Government of the Russian Federation "1207 of 02.19.97.
In the 90s of the XX century. under the influence of a number of objective factors (change of state structure, processes of democratization in society, revision of ideological positions, active integration of Russia into the world community), the strategies of environmental education have changed. The following trends can be identified in the development of environmental education.
1. Humanization of education, which means the creation of conditions for the free and harmonious development of the child's personality (Law of the Russian Federation “On Education, 1992).
Humanism in a broad sense is a historically changing system of views that recognizes the value of a person as a person, his right to freedom, development and manifestation of his abilities. The principle of humanization proceeds from the recognition of the personality of each child as the highest social value.
Humanization of the environmental education process involves:
Freedom of choice through the organization of a wide field of activity for active knowledge, interaction with nature, social contacts, creativity of children; personal orientation of the educational process in the direction that ensures the satisfaction of the child's leading vital needs, full development, personal self-affirmation, self-expression in various types of activity;
Creation of conditions for emotionally positive comfort in the process of studying nature, which unfolds as a subjectively experienced, exciting, interesting activity that strengthens the child's sense of trust in the world.
2. Humanitarization of education, aimed at the priority development of general cultural components in the content of education.
The humanities investigate what is created by people (culture, art). Humanitarian knowledge is focused on individuality, addressed to the spiritual world of a person, to his personal values. In contrast, “natural science” is traditionally viewed as value-neutral. The world of classical science itself is devoid of compassion, care and otherssubjective human qualities and feelings, needs to be supplemented with human values \u200b\u200band meanings. Eagerness to lay inthe content of primary natural science, the foundations of sciences, led to the formation of a picture of the world in children, devoid of man. Humanization, in fact, is aimed at forming a "humanized" picture of the world.
Humanitarianization has spread to teaching methods and. ways of knowing the world around children. Humanitarian knowledge, in contrast to natural science, involves a transition from fact to meaning, from an object to its value, from explanation to understanding. And understanding is not only knowledge, but also complicity, empathy for another. Understanding is based oninterested attitude and is associated with personal experience, moral attitudes, value orientations. In the practice of environmental education, the techniques of "getting used to the image" of the object under study, "empathy", "expressing a personal attitude", etc. have begun to be widely used.
3. The variability of education, which reflects its focus on the individual needs of different people, as well as the interests of social groups. Variable programs of environmental education and upbringing of children have been developed, which ensure the development of various spheres of the child's personality.
The technologization of teaching children, which involves the design of the educational process, based on specific conditions and focusing on a given result, provides for a clear algorithmization and diagnostics of students' activities. Under the new paradigm of education, the teacher acts more as an organizer of independent active cognitive activity of children. Among the various pedagogical technologies, the most adequate tasks of environmental education are: teaching technologies in small groups of cooperation, research technologies (project method, etc.), “game modeling” technologies, TRIZ technologies.
Regionalization of education aimed at meeting the educational needs of residents of each specific region of Russia. Despite the commonality of political and economic processes taking place in different regions of our country, there are large differences between them in natural conditions, in the structure of the economy, the nature of economic activity, in the traditions and culture of the population. The regional component of the content must be taken into account when selecting educational material.
Currently, Russia has a system of continuous environmental education, the first link of which is the preschool educational institution. A child, starting from preschool age, is included in systematic environmental education, taking into account continuity. The work of preschool institutions in the system of continuous environmental education improves the coordination of preschool institutions with other organizations, which makes it possible to obtain more effective results.
Environmental education of preschoolers in its content and methods differs from other links in the environmental education system, which is primarily due to the psychophysiological characteristics of this age. From the point of view of preschool environmental education, a holistic perception of the world around is important (the child does not yet distinguish himself from the environment), which is lost with age.
In 1998-99 The creative team of Moscow scientists, teachers and specialists of the Central Council of the All-Russian Society for the Conservation of Nature developed scientific and practical recommendations for the comprehensive greening of the activities of preschool institutions "KINDERGARTEN - THE STANDARD OF ECOLOGICAL CULTURE" (T.V., Potapova, etc.).
The recommendations note that environmental education as the basis for society's transition to the path of sustainable development should be interpreted in the broad sense of the word as an interdisciplinary reform of the entire education system at all levels and for all ages, equipping each individual with the ability to solve life problems, relying on an ENVIRONMENTAL APPROACH to them.
National Action Plan for Environmental Protection of the Russian Federation for 1999-2001 provides for the development and implementation of new approaches to the content and organization of environmental education. The main directions of state policy in this area include:
the organization of universal continuous environmental education and the provision of broad environmental education for all social groups of the population;
dissemination of reliable environmental information to the media, publication of environmental literature and teaching aids;
development of social environmental movements of children, youth, adults;
informing the general public about possible ways of greening production and non-production activities;
clarification of the economic aspects of the relationship between nature and society: to destroy nature is not only immoral, but also economically unprofitable;
strengthening the training of specialists on technical issues of greening production and non-production activities;
Expanding education for sustainable
development.
To date, several concepts and many programs for environmental education and upbringing of preschoolers have been developed.
Concept and program of T.V. Potapova "Nadezhda" (a comprehensive program for preparing preschoolers for teaching the basics of ecology, nature management and human rights).
The authors based the Concept on a holistic view of a preschool educational institution as an information, cultural and economic structure capable of realizing the basic principles of sustainable development and becoming, in this respect, an exemplary operating model for the local population - a "standard of ecological culture". It is important to involve as wide a range of organizations as possible in ensuring environmental safety and creating conditions for raising the environmental culture of children in preschool educational institutions.
The main goals of preschool environmental education and upbringing:
Develop a child's susceptibility to phenomena in their environment.
Provide the child with knowledge about nature and the place of man in the world around him,
To give skills in communication with wildlife and the creations of the mind and hands of humanity.
To instill moral principles, moral and ethical standards of a person of the future, able to live in harmony with society and the environment.
Lay the foundation for human rights education. Specifics of working with preschoolers:
Full environmental education and upbringing
can be given to a child only in an environment saturated with samples of ecologically literate activities of the elders, and provided that the elders give this activity the necessary emotional accompaniment and give it an ecologically competent explanation in a language accessible to the child;
children are not able to independently assess the ecological state of the environment, change it or change it, therefore adults must realize all the possibilities for its maximum improvement and protection of the child from real existing environmental hazards.
Principles of ensuring environmental education and upbringing of a child in preschool childhood:
Maximum provision of environmental safety of the child; creation of the most effective ecological developmental environment for the child.
Activities providing environmental safety and environmental education for children and adults:
Collection and analysis of information on the environmental safety of the site and equipment of the preschool educational institution.
Organization of continuous environmental monitoring of Vitania, water supply, sanitary and hygienic condition of premises and the territory of the preschool educational institution.
Ensuring the maximum species diversity of flora and fauna on the territory and in the premises of the preschool educational institution.
Creation of an environmental laboratory at a preschool educational institution or (and) a non-departmental local center for supporting the environmental and educational work of a preschool educational institution
Collection and analysis of information on environmental educational programs, development of their own programs based on them.
Introducing children to a healthy lifestyle.
Creative work of children with waste material (natural and secondary raw materials).
Active participation of children in nature conservation and nature restoration activities, equipment and design of premises and territories.
The concept and program of S.N. Nikolaeva "Young ecologist." Nikolaeva focuses in the environmental education of preschoolers on their acquaintance with living organisms and natural systems (communities). Proves that on the basis of ideas about the interconnections in nature, the specifics of living in children, the correct forms of attitude to nature are laid: interest to its knowledge, the willingness to come to the aid of plants and animals, if they need it.
S.N. Nikolaeva emphasizes that understanding the specifics of living things, constant communication with animals, growing plants are the necessary conditions for bringing up a caring, humane attitude to nature in children.
1. Knowledge about the relationship of plants with the environment.
2. Reproduction, growth and development of plants.
3. Variety of plants.
4. Connection of animals with the external environment.
5, Reproduction, growth and development of animals.
6. Diversity of the animal world.
SN Nikolaeva defines observation as the leading method of ecological education. She highlighted the requirements for them, developed cycles of observations of the inhabitants of a corner of nature, determined the types of classes for acquaintance with nature: primary introductory; in-depth
cognitive; generalizing; complex. S.N. Nikolaeva notes that walks, excursions, children's parties, games with natural history knowledge, and the conditions for its implementation in kindergarten play an important role in fostering love for nature. He has published many manuals for educators and parents on the organization of work on environmental education in kindergarten and at home.
The concept and program of N.A. Ryzhova "Nature is our home". ON. Ryzhova identified a set of tasks in the field of environmental education, upbringing and development of a child:
Formation of a system of elementary scientific ecological knowledge that is understandable for a preschooler (first of all, as a means of developing a consciously correct attitude to nature);
Development of cognitive interest;
Formation of initial skills and abilities of environmentally competent and safe behavior for nature and for the child himself;
education of a humane, emotionally positive, careful, caring attitude to the natural world and the surrounding world as a whole; developing a sense of empathy for objects of nature;
the formation of skills and abilities to observe natural objects and phenomena;
the formation of an initial system of value orientations (perception of oneself as a part of nature, the relationship between man and nature, the intrinsic value and diversity of the meanings of nature, the value of communication with nature);
mastering elementary norms of behavior in relation to nature, the formation of skills for rational use of natural resources in everyday life;
the formation of the ability and desire to preserve nature and, if necessary, provide assistance to it (caring for living objects), as well as skills in elementary environmental protection activities in the immediate environment;
the formation of elementary skills to foresee the consequences of some of their actions in relation to the environment.
ON. Ryzhova identifies the principles for selecting the content of environmental education for preschoolers: integrityreflects the preschooler's holistic perception of the world around and the child's unity with the natural world;
constructivism- environmental education is based only on neutral, positive or negative-positive information.
The content of the program includes several blocks: "Water", "Air", "Plants", "Animals", "I and nature", which allow the teacher to give the child in an exciting form for him knowledge about nature, its laws, the relationship of natural objects. Knowledge is a means for the formation of an ecological worldview in children, a caring and responsible attitude towards nature.
With the aim of environmental education, upbringing in children an emotional attitude to nature, sympathy for it, N.A. Ryzhova has developed an ecological project "Tree". Its implementation provides for an integrated approach: children draw a lot, compose fairy tales, participate in games, listen to music. At the same time, all types of activities are associated with the results of observations of children for trees.
The concept and program of N.E. Chernoivanova "Ecology DO ecology" is aimed at cultural and ecological education of preschoolers by means of folklore. The goal is to develop in a child the foundations of ecological culture on the basis of comprehending the intrinsic value of nature. A distinctive feature of the content of the program is its culturological basis, which ensures the integration of environmental and folklore aspects, which helps the child to explore the natural world in many ways. The program has shifted the emphasis from protective tendencies in preschool environmental education to nature-creating ones, the essence of which is to acquire ways and experience of interacting with nature on the basis of awareness of its intrinsic value, preservation, creation and reproduction of natural resources.
Thus, in our days, the issues of environmental education of children have acquired a new urgency. Many modern concepts and programs are aimed at environmental education of children. Despite certain differences in approaches to the implementation of environmental education, most specialists recognize the need to include consideration of environmental issues in almost all educational programs.
Formation and development of preschool environmental education
Environmental education in our country has passed a long and peculiar way of development. The initial stage in its formation is considered to be the Stockholm Conference (1972), and its spill is associated with the first intergovernmental conference of UNESCO, held in Tbilisi (1974), the Conference developed a number of specific proposals for environmental education (education in the field of the environment) for all its stages: preschool, school, higher and targeted training of environmental specialists, as well as educational work among the population.
For the first time, the concept of environmental education was presented in the materials of the Intergovernmental Conference of UNESCO and UNEY (Tbilisi, 1977) and the international congress "Tbilisi + 10" (Moscow, 1987). These materials substantiate the goal setting - the formation of a responsible attitude to nature in all types of activities.
Changes in the biosphere, as well as the derivatives of these changes, recorded by the end of the twentieth century, necessitated the adoption of the concept of sustainable development by the world community. In 1992. in Rio de Janeiro, at the UN conference on environment and development, representatives of 179 countries, including Russia, adopted a new development model for the human community based on sustainable development,
In the 90s, the legal basis for the system of continuous environmental education began to be created: 1991. - RF Law "On Environmental Protection": 1992. - the law of the Russian Federation "On Education"; 1994 - Decree of the President of the Russian Federation "On the state strategies of the Russian Federation for environmental protection and sustainable development"; the State Educational Standard begins to "work"; 1995 - Decree of the Government of the Russian Federation "On measures to improve environmental education of the population"; “On approval of the Regulations on the Interdepartmental Commission on Environmental Education of the Population and its Personal Composition”; 1996 - the State standard of preschool education begins to be developed as a state requirement for the psychological and pedagogical conditions of education and training in kindergarten.
In the experience of our country, a certain area of \u200b\u200bscientific, pedagogical and practical activity has already formed today, aimed at the formation of an ecological culture of the individual. A special place in solving these problems is occupied by studies that generalize and develop the achievements of the pedagogical spider and practice in building: the system of environmental education. The leading place among them belongs to the works of L.K. Zakhlebpoy, I.D. Zverev, I.T. Suravegina, Y. V. Moiseeva, M. N. Mamedova, SN Glazacheva.
Formation of ecological, personality culture, ecological consciousness - the goal of ecological education and its success directly depends on the continuity of education at all its stages. Preschool age is the first stage in the system of continuous environmental education. Zakhlebny A.N. notes that “important is the propaedeutic
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Federal Agency for Education
State educational institution of higher professional education
"Solikamsk State Pedagogical Institute"
Department of Biological Sciences
TOcontrol work
in theory and methodology of environmental education
on the topic: The history of the formation and development of methods of environmental education for preschoolers
Performed:
5th year student
distance learning departments
specialty: "Preschool pedagogy and psychology"
Akhmetzyanova Lyubov Vladimirovna
Checked:
Sugrobova N.Yu.
Solikamsk 2011
Plan
Introduction
1. What is ecology
2. Modern environmental education
Literature
Introduction
Unfortunately, the restoration of environmental education in a broad, full-fledged sense of the word is just beginning. Apparently, a significant role is played by the fundamental difference in worldviews - ecology (from the Greek "ecos" - house, dwelling, economy, dwelling and "logos" - a concept, teaching, science) in Western culture is called upon to study what surrounds a person, belongs to him, our natural history is focused, first of all, on the study of nature independent of man.
Twenty years ago, there was no talk of ecology and ecological education of preschoolers. At the present time, it has become one of the important areas of preschool pedagogy and is being implemented in many preschool institutions of the country. Almost all modern complex, basic programs highlight sections on the environmental education of preschoolers, there are a number of additional programs. All-Russian, regional, city conferences on environmental issues are held, special courses are taught in pedagogical universities and colleges, environmental teachers have appeared in a number of preschool institutions. It would seem that everything is fine. However, experience shows that not all problems in this area have been solved yet. There are discrepancies in the understanding of the terms "ecology", "environmental education (education)", in the definition of goals, objectives, content and methods of environmental education. For example, sometimes kindergartens follow the simplest path, renaming the traditional classes to familiarize preschoolers with the world around them, nature, and to educate the moral qualities of a child into “ecological” ones.
1. What is ecology
As a special direction of science, ecology emerged in the 19th century. At that time, she was only a part of zoology and considered the relationship of animals, communities with each other and with the environment. The very word "ecology" was coined by the German naturalist Ernst Haeckel. It was defined as the science of the relationship of living organisms with the environment and with each other. Translated from Greek, "ecology" is the science of home, dwelling ("oikos" - home, "logos" - science). Now this direction is called biological, or classical, ecology.
As society developed, ecology acquired more and more social significance and in our century has gone beyond the natural sciences. In the middle of the twentieth century, ecology gained wide popularity among all people, regardless of their specialty. It has become a science that should help people survive, make their living environment acceptable for existence. Unfortunately, society realized this when the negative consequences of the consumer attitude of people to nature have already become visible, when there are practically no corners of untouched nature left on the planet, when the state of the habitat has already negatively affected the health of a huge number of people.
In recent years, new areas of ecology have been rapidly developing - social ecology, which considers the relationship between society and nature, applied ecology, human ecology, videoecology, and others. From the problem "organism - environment" ecology approached the problem "man - nature". It was at this stage of development that we realized the role and necessity of environmental education, starting from a very early age.
The existence of various areas of ecology is taken into account when selecting the content of environmental education for preschoolers. We must not forget about the ideological significance of ecology, and therefore about its connection with all aspects of life - history, culture, geography, etc. At the same time, one should not blur the boundaries of this concept, applying it as a fashionable direction without any reason. Nowadays, the word "ecology" has become extremely popular, and, as a rule, it is used in combination with such words that are not very pleasant for us, such as "catastrophe", "danger", "crisis". In addition, this concept has acquired a new meaning, often completely far from its original meaning, in the expressions “ecology of the soul”, “ecology of music”, “ecology of speech”, “ecology of culture”, which I have already mentioned above. Of course, each of these terms carries its own semantic load, but the word "ecology" is often used only for the sake of fashion, beautiful sound. So, dealing with the problems of the "ecology of the soul" (that is, the problems of morality, morality), teachers touch upon a very important educational aspect - the formation of personality, including the child's attitude to nature and the world around him. But ecology as a science has nothing to do with it. Undoubtedly, the moral principle is very important for the ecological education of a child, but this is only one of its aspects, albeit a very significant one. Moreover, not all laws of nature are moral from the point of view of man. A person may have excellent moral qualities, but, not knowing the laws of nature, he will commit anti-ecological acts. For example, following the laws of human morality, a child, trying to save a chick that has fallen from the nest, takes it in his hands. After that, in most cases, the chick dies. Consequently, moral qualities must be combined with elementary ecological knowledge, only then human behavior towards nature will be ecologically expedient.
You can often hear expressions like “bad (“ good ”,“ terrible ”) ecology." However, it should be remembered that ecology as a science cannot be good or bad (we do not say “bad” physics or mathematics). It is only possible to assess the ecological situation, the situation (normal, bad, dangerous, safe, etc.).
2. Modern environmental education
development environmental education preschooler
For the first time, the problems of environmental education in the USSR were discussed in 1977 at the Tbilisi Intergovernmental Conference on Environmental Education. It was at this conference that the importance of environmental education and the need to form a system of continuous environmental education of the population were especially pointed out. However, the issues of preschool education were not raised at the conference. In general, the development of environmental education as a new direction of preschool pedagogy began much later than the environmental education of schoolchildren and students, and is currently still in its infancy. In the 90s, a number of additional, copyright environmental programs appeared, environmental issues began to be included in the content of individual sections of complex programs.
Separate requirements for the environmental education of preschoolers are formulated in the book "Attestation and Accreditation of Preschool Educational Institutions" (section "Development of the Environmental Culture of Children"). This document for the first time consolidated the requirement for preschool institutions of any type to carry out work in the field of environmental education. However, for a more effective implementation of these provisions in practice, it is necessary to specify each point, develop a universal assessment of the work of preschool institutions in this area.
Modern environmental education as a special direction of preschool pedagogy in our country is formed on the basis of several components and is largely different from that in other countries.
1. Traditional for Russian pedagogy (K. Ushinsky, V. Sukhomlinsky, L. Tolstoy) approaches based on close contact of children with nature, naturalistic observations, excursions. This approach implied, on the one hand, the development of moral principles in the child, the ability to see the beauty of nature, feel and understand it, on the other hand, the development of cognitive interest, consideration of nature as a universal object for teaching a child. Thus, V. Sukhomlinsky emphasized the great possibilities of using nature for mental and moral-aesthetic development, K.D. Ushinsky recommended expanding the child's knowledge of nature and communication with it.
The names of these and other well-known Russian teachers are closely related to the establishment in preschool institutions of our country of such a traditional direction of work as familiarization with the surrounding world and nature. This direction creates a good basis for the transition to ecological education of children and should be closely linked with it. However, the mechanical transfer of the content and methods of working with children to familiarize themselves with nature to environmental education does not seem legitimate. In addition, the nature conservation aspect of acquaintance with nature for a long time (50-80s) reflected the views characteristic of that time on the omnipotence of man as a master, conqueror of nature.
2. Folk traditions. Folklore, folk holidays, signs, games, as well as fairy tales of different peoples have always reflected the peculiarities of the perception of nature by people, their attitude towards it, the nature of the use of natural resources. In addition, in folk art, the regional features of the relationship "man - nature" are well traced. The interest of preschool children in games, fairy tales, riddles makes it especially promising to use elements of different cultures for the purpose of environmental education.
3. World experience. Currently, the most widespread in our country are American programs and methods that pay great attention to the sensory sensations of a child, the ability to see and observe in nature, the ability to appreciate its diversity, and instill a sense of admiration and surprise. The most famous is the "Feeling of Miracle" program, the elements of which are used in work with preschool children. A prominent representative of this trend is Joseph Cornell. This direction can be attributed and not quite well translated methodological manual for workers of preschool institutions "Manure for the field and cocktail." In St. Petersburg and the Leningrad region, the Swedish program of the Mulle school is used. It should be noted that foreign recommendations do not always correspond to Russian realities and traditions and must be carefully adapted to the conditions of domestic preschool institutions.
4. Modern school ecology. In the early 90s, in the absence of a sufficient amount of methodological literature, preschool educators sometimes tried to transfer the content of school textbooks (primarily for primary school) and even the teaching methodology to kindergarten. At the same time, the information did not adapt enough, and the poor understanding of the ecology educator himself led to the fact that he tried to strictly follow the terminology proposed in the literature, which was inaccessible and unnecessary for preschoolers. This approach led to the loss of children's interest in classes and an overload of unnecessary information. Fortunately, this approach is leaving preschool education, but some of its elements no-no and will appear again. Therefore, I would like to emphasize that the content and methods of school environmental education should not be mechanically transferred to preschool institutions, although we must remember them when considering the issue of continuity between the “preschool - primary” link.
Now there are environmental education programs designed to develop a correct, nature-oriented worldview in children, and we will hope that soon communication with nature will once again firmly enter the life of every child.
The conducted research has proved the hypothesis and allows us to draw a number of conclusions.
1. The analysis of the state of environmental education of preschoolers in Russia is carried out:
Environmental education of preschoolers began to develop later than other stages of the system of continuous environmental education, and is currently in the stage of formation and development, being a new direction of preschool pedagogy;
The formation of environmental education for preschoolers in Russia takes place on the basis of approaches traditional for domestic pedagogy (close contact of the child with nature, familiarization with the surrounding world); folk traditions (folk holidays, games, fairy tales, etc.); to a lesser extent - foreign technologies (mainly American) and modern school environmental education; there is currently no standard for environmental education of preschoolers, the interim standard needs to be clarified and expanded in content; the development of environmental education for preschoolers in the regions proceeds in different ways: spontaneous, systemic and mixed, and the second is the most effective in terms of including the preschool level in the system of continuous environmental education;
Partial environmental education programs for preschoolers in terms of content, goals and objectives are conditionally divided into three main groups: environmental (bioecological) programs, aesthetic and environmental programs, social and environmental programs; sections of environmental content are included in comprehensive programs; regional versions of environmental education programs for preschoolers are being created;
In the environmental education of preschoolers (both in content and in methodology), the manifestation of the anthropocentric paradigm is more pronounced than at other stages of the system of continuous environmental education, which has a negative impact on the formation of a child's ideas about the relationship between man and nature; the formation of a new system of values \u200b\u200bin a child presupposes the replacement of the traditional paradigm with an eccentric one, which makes it necessary to abandon a number of stereotypes formed in previous years. From the standpoint of the eccentric paradigm, nature is unique, self-valuable and universal (nature is a living environment, an object of cognition, satisfaction of ethical and aesthetic needs, etc.).
2. The concept of environmental education for preschoolers has been created:
The concept, developed taking into account the ideas of domestic psychologists and the results of the study by teachers of the possibilities of preschool children in this area, as well as the directions of modern ecology, the ideas of the concept of "sustainable development" and the "Concept of general environmental education", removes the pedagogical contradiction between the intensive development of environmental education in preschool institutions and lack of common conceptual approaches;
Ecological education of preschoolers is a continuous process of teaching, upbringing and development of a child, aimed at the formation of his ecological culture, which is manifested in an emotionally positive attitude towards nature, the world around him, a responsible attitude towards his health and the state of the environment, adherence to certain moral standards in the system value orientations. The tasks of environmental education for preschoolers include a complex of interrelated tasks in the field of education, upbringing and development of the child;
Allocation of three groups of principles for the selection of content (general didactic, specific for environmental education in general and environmental education of preschoolers in particular), determination of components (value, cognitive, normative and activity) and content lines of environmental education (diversity of the surrounding world, cyclical phenomena and relationships in nature ), their adaptation to the preschool level allows, on the one hand, to preserve the specifics of the preschool level as an intrinsic part of the system of continuous environmental education, on the other hand, to implement the principle of the continuity of this system;
The expected results (a system of elementary environmental knowledge, the development of a child's sense of empathy in relation to natural objects, the formation of a number of value orientations, skills and abilities, environmentally competent behavior in natural, living conditions, the ability to help natural objects, if necessary, and a number of other qualities) are reflected in basic characteristics of the personality of a preschool child as an ecological component.
3. The pedagogical conditions for the implementation of environmental education in preschool institutions have been determined:
It was revealed that the implementation of the concept of environmental education in preschool institutions is provided by variable models: the “ecologist” model and the “educator” model. The first seems to be more effective, since it involves close cooperation of all employees of a preschool institution on the basis of an integrated approach with the coordinating function of an environmental teacher and creates conditions for organizing an environmental education system;
The system of environmental education in preschool institutions has been substantiated, which consists of interrelated components: greening various types of activities of children, environmental education of parents, training and retraining of teaching staff, greening the developing subject environment, environmental assessment, coordination of work with other institutions;
It was revealed that the greening of the developing subject environment includes the creation of new ones (ecological rooms, living corners, laboratories, ecological classes, ecological complexes, ecological paths, etc.) and the use of its traditional elements (music, sports halls, etc.). Each element of the environment has its own functional meaning. The principles of the organization of such elements (zoning of the territory, selection of objects of animate and inanimate nature, etc.), which provide a variable approach to creating a developing subject environment, have been determined. The greening of the developing objective environment presupposes its saturation with objects of animate and inanimate nature. This process contributes to the implementation of the environmental education system in preschool institutions and is carried out taking into account a new, eccentric paradigm. The variability of the developing subject environment is manifested in the choice and combination of individual elements, depending on the specifics of the educational process and regional characteristics of a particular preschool institution. An important role in the environmental education of children is played by such environmental elements as toys, games, audio recordings, videos, slides, etc .;
It has been substantiated that the assessment of the environment is closely related to the problem of "health - environment" and involves the study of the state of the district, the microdistrict of the preschool institution, its territory and internal premises from the point of view of the safety of children and adults, the assessment of the professional, material and methodological base of the institution, which reflected in the "Environmental passport of a preschool institution";
It has been determined that the greening of various types of child's activities means enriching their content due to the ecological component and is manifested in an integrated approach, when each block of classes is implemented through different types of activities: play, observation, experimentation, reading literature, visual, musical, theatrical, physical activities, design, labor. The system of environmental education of preschoolers is based on an activity approach, taking into account the activities available for a given age of the child, since it is activity that builds the child's psyche. The main activities of preschoolers in environmental education are play and search activity (first of all, experimentation and observation);
It has been proven that environmental education of parents includes cognitive, value, normative, and activity components. The implementation of these components occurs in several directions: joint activities with children; participation in environmental actions, etc .;
It is substantiated that the modern level of training of workers of preschool institutions in the field of environmental education is ensured by the implementation of the following areas: scientific and professional training (knowledge of the basics of ecology and its links with other sciences, art), professional and methodical (mastering modern methods of environmental education and the ability to implement in practice integrated approach to teaching), mastering the methods of working with parents, the ability to independently assess the environmental situation and the relationship of this state with the health of the population, organize a developing subject environment for the purposes of environmental education, the ability to analyze one's own behavior in relation to the environment and work with preschoolers from a new perspective paradigms (change in value orientations), instilling in the teacher an understanding of a sense of responsibility for their actions and the state of the environment, up to limiting their own needs, the desire to participate in feasible actions for the protection of the environment in their neighborhood;
It was determined that the coordination of the work of a preschool institution with other organizations, institutions is of particular importance from the point of view of the continuity of the environmental education system; the more varied the external relations of the preschool institution, the more effective its work. Cooperation can take place in several directions: organizational, educational, scientific consulting, environmental health and others. Cooperation of a preschool institution with other organizations removes the contradiction between a kindergarten as an isolated institution and preschoolers as the first stage of the system of continuous environmental education;
It was revealed that the specificity of the preschool level is also manifested in the purposes, forms, methods of diagnosis. Diagnostics of the results of the work of a preschool institution is aimed, first of all, at determining the results of the work of teachers according to a specific program, and not the level of knowledge of the child. Its goal is to adjust the methodology and content of classes. The most complete understanding of the work of a preschool institution is provided by an integrated approach to diagnosis using quantitative and qualitative methods. The results of one of the main forms of diagnostics - the teacher's observation of the child in natural conditions for the latter - are reflected in the developed diagnostic chart of the preschooler, which, in turn, helps to determine the presence of an ecological component in the basic characteristics of the child's personality.
4. The theoretical provisions of the environmental education of preschoolers are implemented in the author's program "Our home is nature", built on the block principle and including four levels. In each block, a complex of interrelated topics reflecting various areas of ecology is highlighted, and four components of the content are presented: cognitive, value, normative, activity.
5. In the process of research, a methodological complex was developed for the program, including recommendations for organizing a system of work in a preschool institution and conducting classes for preschoolers (methodological manuals for teachers, educational kits, books for children and parents, didactic, games).
6. The effectiveness of the proposed theoretical and methodological approaches has been proven in the process of a large-scale pedagogical experiment. Approbation of the program "Our home is nature" and guidelines for it is carried out in almost all regions of the country in preschool institutions of various types, with different specifics of the educational process, which proves the promise of a variable approach to creating conditions for the implementation of environmental education of children. The experiment confirmed the main theoretical provisions of the thesis.
Literature
1. Ryzhova N.A. Environmental education in kindergarten. M .: Karapuz, 2000.
2. Zverev I. D. Environmental education and upbringing: key issues. Environmental education: concepts and technologies. M .: Change, 1996.
3. Ryzhova N.A. About the project “National Strategy for Environmental Education in the Russian Federation. Preschool education № 6, 2001.
4. Yagodin G.A. Raise a citizen of the planet. Hoop number 2, 1997.
5. Problems and prospects of environmental education in preschool institutions. M .: VOOP, 1998.
6. Ryzhova N.A. On the programs of environmental education for preschoolers. Preschool education № 11, 2004.
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The essence and content of environmental education in modern psychological and pedagogical literature. Ecological culture, its manifestations and tasks. The goals and results of environmental education for preschoolers. Educational-thematic plan for the program "Birch".
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Paradigms of modern environmental education, its main content and methods, approaches in Western countries. Psychological and pedagogical foundations of the application of modern information technologies in environmental education, the use of the Internet.
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Environmental training of specialists. Formation of ecological culture. Problems of the organization of higher professional environmental education. Fundamentals of competence-based higher professional environmental education.
METHODS OF ECOLOGICAL EDUCATION OF PRESCHOOL CHILDREN
HISTORY OF FORMATION AND DEVELOPMENT OF THE METHODS OF ECOLOGICAL EDUCATION OF PRESCHOOLERS
If we turn to modern concepts and programs of work with preschool children, we can note that the work on the organization of environmental education for preschoolers is given special importance. This is due to the need for the formation of the foundations of ecological culture already at the stage of preschool childhood, since it is the preschool child, due to his age specificity, that is optimally susceptible to all information coming from outside.
Methodology for environmental education of preschoolers- it is a science that studies the features and patterns of the organization of pedagogical work with preschool children, focused on the formation of the foundations of ecological culture and skills of rational interaction with the natural environment. The subject of this science is the study of the laws governing the upbringing, training and development of preschool children by means of nature, the formation of the foundations of an ecological worldview in them, the upbringing of a value attitude towards the natural environment.
The theoretical basis of the methodology for environmental education of preschool children is the basic provisions of general and preschool pedagogy about the patterns and means of development of preschool children.
The methodological basis is the science of the laws of natural processes and phenomena and the specifics of their knowledge and transformation.
The main tasks to be solved in the process of organizing work on environmental education of children:
1. To acquaint children with the basics of harmonious interaction with the natural world.
2. Teach children to environmentally competent interaction, communication with the natural world.
3. Raise the need for communication with natural objects.
4. To form the skills of cognition of nature through the organization of different types of activities.
5. To form a meaningful attitude towards natural objects, excluding the possibility of causing harm and damage to them.
6. To foster a sustainable need not only for active environmental protection, but also for activities aimed at creating a natural environment.
If we turn to the history of the formation and development of the methodology of environmental education for preschoolers, we can distinguish several stages of this development.
1st stage -formalization of ideas about the influence of nature on the all-round development of a child in the works of the classics of foreign and Russian pedagogy (Ya.A. Komensky, J.J. Russo, I.G. Pestalozzi, F. Frebel, K.D. Ushinsky, E.N. Vodovozova , E. N. Tikheeva),
Let's dwell on some of their ideas.
Ya.A. Comenius, a well-known Czech educator of the 17th century, believed that a child's preschool childhood should take place in a family, and his mother is the main educator of the child at this age stage. It is no coincidence that one of the well-known works of the great teacher is called "Mother's School". In this book, the author offers a specific program for raising a child. Of the vast spectrum of sciences available to preschool children, he proposes to pay special attention to the sciences that introduce children to those objects that are accessible to the direct perception of preschoolers. Ya.A. Comenius believes, and one cannot but agree with this, that children “enter” the world around with the help of “scouts” (this is what he calls the senses). Only after sensory, sensory perception, according to the author, is meaningful perception possible, with the help of reason.
Proceeding from the requirement to provide the sensory foundations of cognition, he assigns a large place in the upbringing of children to nature. Much attention was paid to Ya.A. Comenius also pays attention to the selection of the content of knowledge about nature for preschoolers. First of all, he speaks of the need to teach the child to understand natural phenomena and processes. All content and methods of work to familiarize preschoolers with the natural world Ya.A. Comenius reveal your works "Mother's School" and "The World of Sensual Things in Pictures." In acquainting children with the natural world, the author distinguishes two stages. At the first stage, with the help of the senses, the child perceives natural objects and phenomena. At the second stage, based on the illustrative material presented in the book by Ya. A. Komensky "The World of Sensual Things in Pictures", the child, with the help of an adult (mother), consolidates, clarifies, enriches, and concretizes the information received.
Speaking about the method of introducing preschoolers to the natural world, Ya.A. Comenius also suggests paying great attention to children's games.
Interesting thoughts about the influence of the natural environment on the development of the child are also expressed by the French thinker of the 18th century J.J. Russo. In his opinion, children up to the age of 12 should develop only in nature. The author considers the basis of this development to be free independent observation of natural objects, phenomena, processes. In the process of independent observations, the development of inquisitiveness and curiosity of children will be naturally carried out. In addition, according to Zh.Zh. Rousseau, nature contributes to the development of external feelings, which forms the basis of children's reflections. The independent activity of children in various activities is of great importance. J.J. Rousseau proposes to give a special place and importance to labor in nature.
The ideas of the German teacher of the 19th century F. Frebel are also relevant to the present time. He proposes to pay special attention to the issues of creating conditions for acquainting children with the world of nature, for direct, systematic and systematic communication with its subjects and objects. According to F. Frebel, each preschool institution should have a plot of territory where various plants characteristic of the area will be presented. In addition, speaking about the most important educational value of labor in nature, he proposes to break up beds on the territory of a preschool institution, where a child could not only work, but also observe natural objects, and carry out research activities.
Russian progressive pedagogy has also accumulated a huge, richest material for building a system of work to familiarize preschoolers with nature. And first of all this refers to the idea of \u200b\u200bK.D. Ushinsky about the place of nature in the upbringing of a child. The nature of K.D. Ushinsky considers the most important means of educating preschool children. Fostering high feelings and spiritual nobility K.D. Ushinsky invariably associated with the impact on the child of his own nature. Education by means of nature is associated with the great teacher with the ideas of the nationality. The voice of native nature is full for K.D. Ushinsky is full of thoughts, feelings, poetry, which alone is capable of raising the soul of a child in love for the Motherland. The special place and significance of K.D. Ushinsky devotes to nature in the intellectual development of the child. First of all, he pays attention to the influence of nature on the development of speech in preschoolers. He closely links the development of speech with the development of thought processes and operations. Revealing the method of working with children to familiarize them with the natural world, K.D. Ushinsky proposes to pay special attention to observations in nature and the formation of such personality traits in preschoolers as observation. By observation, he understands the ability to see objects in all their qualities, properties, manifestations. K. D. Ushinsky names two conditions for the development of observation:
Visibility of teaching;
Presentation of material in a system and sequence.
Along with this, K.D. Ushinsky pays attention to the selection of the content of knowledge about nature for children. He offers to acquaint children with both the world of plants and the animal world, as well as with objects of inanimate nature. The selection of the content of knowledge about nature for children, in his opinion, should be based on the principle of material availability and the principle of clarity.
Many thoughts, ideas of K.D. Ushinsky was developed and enriched by his student and follower E.N. Vodovozov. She proposes to consider nature as the basis for the mental development of a child. She gives an important place and importance to nature in the sensory education of children. According to E.N. Vodovozova, it is nature that "supplies" the richest material for the development of the sense organs. She gives a special place to nature in the development of observation, which she understands as the ability to resemble the observed. She connects the development of observation with the development of curiosity and interest in the environment. E.N. Vodovozova identified the range of natural phenomena and objects with which preschoolers need to be introduced, and the methodology for the process of familiarizing children with these objects and objects. First of all, she draws attention to the fact that children should be introduced to those objects and objects that directly surround them. She suggests to pay great attention to familiarizing children with seasonal phenomena in nature. The process of acquaintance with plants and animals E.N. Vodovozova advises combining with the work of caring for objects of nature. Recommends to widely use experiments that reveal the properties of objects, establish connections and dependencies that exist in the natural environment. E.N. Vodovozova pays attention to the creation of conditions for acquainting preschoolers with the natural world. She talks about the need to organize labor in the garden, in the flower garden and in the "natural study" (a corner of nature).
A significant contribution to the development of the content and methods of acquainting preschoolers with nature was made by E.I. Tikheeva. She considers nature as one of the conditions or as an element of the environment in which "children live their natural childish life." In nature, she sees an inexhaustible source from which children can draw their observations, transferring them to their games and everyday life. She suggests paying great attention to the independent activity of children in the process of learning about nature. According to E.I. Tikheeva, it is the child's activity that will provide the opportunity to cognize nature through all possible senses. Considering that nature has a huge impact on the development of aesthetic feelings and experiences of children, she substantiates the need to use nature in the ethical development of a child: “Observing the life of plants and animals, living with them and serving them, the child resorts to a source that feeds not only external feelings and mind, but also having the most beneficial effect on the development of higher feelings. " EI Tikheeva suggested that much attention should be paid to ensuring the process of direct communication and interaction of children with the natural world, the main form of which she considered excursions and walks in nature.
2nd stage- development of the theory and practice of methods for acquainting preschoolers with nature. At the first congresses on preschool education, some attention was paid to the issues of methods of acquainting children with the natural world. Thus, at the First Congress on Preschool Education (1919), attention was drawn to the importance of nature for the all-round development of the child. At the same congress, the question was raised about the creation of certain conditions in preschool educational institutions to address the issues of purposeful and systematic familiarization of children with the natural world. In the future, questions were raised related to both the methodology and the content of the organization of natural history work with children.
The research of V.G. Gretsova, T.A. Kulikova, L.M. Manevtsova, S.N. Nikolaeva, P.G. Samorukova, E.F. Terentyeva and others.
Let's consider the main aspects of these studies.
It was noted above that nature was viewed as a factor in the all-round development of the child. One of the directions of this all-round development is rightfully considered the moral education of preschoolers. The study of V.G. Gretsova (1971), the center of which was the issues of upbringing in older preschool children a positive attitude towards nature. The author of the study pointed out the fact of a frequent discrepancy between the knowledge of the rules of behavior in nature that children have with their true behavioral manifestations. Proceeding from this, the purpose of his research V.G. Gretsova considered the development of the content side of knowledge about the natural world, which would have an educational character. Along with this, the author emphasized the need to create a methodology of upbringing, which is based on the expansion of knowledge about the natural world and the formation of a positive attitude towards it in children, as well as instilling in them a conscious desire to preserve and protect it. By a positive attitude towards nature, the researcher understands "active love" based on knowledge that contributes to the formation of appropriate behavior. The components of this behavior are: an active interest in nature and the desire to learn as much as possible about it; availability of knowledge, skills and desire to apply the acquired knowledge in practice in caring for animals, plants and in nature conservation.
Giving a definition of the attitude of children to nature, the author for the first time gives the evaluation criteria by which it is determined:
Negative attitude towards nature, expressed in words and deeds, lack of interest in nature and knowledge about it;
A positive attitude towards nature, expressed in an emotional form and general verbal assessments, such as "love", "like", "good", "must be protected", not always supported by adequate behavior due to the lack of appropriate knowledge and skills;
A positive attitude expressed by participation in nature conservation and caring for plants and animals, the basis of which is the knowledge gained, but the necessary skills and abilities are lacking;
A positive attitude towards nature is in the nature of a habit, the feelings and actions of children are adequate to knowledge about nature.
The research carried out by the author has shown that the basis for the formation of a positive attitude of children to nature is the presence of three interrelated components: an emotionally positive attitude to nature, knowledge and useful activities that children perform thanks to the information received. Of great importance, according to the author, are the awareness of the information received about the world of nature by children and the meaningfulness of actions performed with objects of nature. This can be achieved, as the study has shown, as a result of the complex use of visual, verbal and practical methods in natural history work with children.
The problem of aesthetic development of preschool children by means of nature was studied in the studies of N. Vinogradova (1982), E. Nikitina (1983), F. Tomina (1983), etc.
N. Vinogradova in her research set the task of developing in preschool children the ability to see, notice and understand the beauty of nature. She considers aesthetic feelings towards nature as a component of a positive attitude towards the natural environment. Developing the problem of education of aesthetic feelings in relation to the natural world, the author formulated a number of questions of methods of working with children. First of all, she pays attention to the organization of forms of communication with the natural world. The author notes that communication with nature creates a variety of situations that can be effectively used to educate a child's sensitivity, kindness, and emotions. However, an emotional attitude to natural phenomena can also be formed in preschoolers through the creation of special problem situations, offering children tasks of a creative nature. Along with this, the personality of the teacher himself will be of great importance. A teacher who loves and understands nature will pass on his attitude to all children. It is the teacher who teaches the baby to notice and verbally describe the changes occurring in nature, helps to comprehend what he saw. Gradually, children form aesthetic assessments of natural phenomena and objects: from elementary “like”, “dislike”, “beautiful”, “ugly”, based on contemplation of natural processes, to deep aesthetic feelings and experiences, the basis of which is the understanding of what is happening in the world nature.
Aesthetic education is considered by L. Avetisyan (1987) as an important means of developing preschool children. In her opinion, one of the conditions for the formation of aesthetic taste are the feelings of joy, admiration, amazement that appear in a child during the observation of objects, objects, phenomena of the surrounding natural world. The author, referring to the works of N.P. Sakulina, N.N. Podyakova, A.E. Flerina, attaches great importance to the combination of direct perception of the beauty of natural phenomena with their poetic artistic images created by poets, writers and artists. In addition, L. Avetisyan suggests paying special attention to the independent participation of children in enhancing the beauty of nature in the system of working with children. Here she proposes to use not only creative labor in nature, but also the making by children of isoproducts, handicrafts from natural materials.
Special attention is paid to the problem of the influence of the process of familiarizing preschoolers with the natural world on their intellectual development. In particular, this topic is explored in the work of E.I. Zalkind (1947). In his research, the author defines the tasks of the intellectual development of preschool children, which can be solved in the process of acquainting them with the natural world. One of the fundamental points here is the task of accumulating knowledge, information about nature in children. Moreover, it must be remembered that in accordance with the age characteristics and capabilities of preschool children, these knowledge will be of different levels and nature.
At a younger preschool age, when a child is just beginning to accumulate information about the surrounding reality, we give him knowledge about individual objects, objects and natural phenomena. In the middle preschool age, when the child already has a certain amount of information, the teacher must teach him to establish the simplest connections and dependencies that exist in nature. Knowledge thus acquires the character of representations. In older groups, children are no longer able to establish single connections and dependencies, but deep ones, requiring rather complex mental operations. Knowledge at this age takes on the character of concepts.
Solving the problem of complicating, improving the knowledge of preschoolers about the natural world, in parallel it is necessary to solve the problem of systematizing the information of natural history content available to children. The environmental knowledge system includes:
The idea of \u200b\u200bplants and animals as unique, inimitable living creatures, their needs and ways to meet these needs;
Understanding the relationship between living things and their habitat, the adaptability of plants and animals to living conditions;
The realization that all living beings on the planet are connected with each other by a complex system of connections.
The formation of a system of knowledge about nature in children helps to expand the range of the child's ideas about the world as a whole. Establishing connections and dependencies that exist in nature, children learn to analyze, compare, contrast, generalize the information they have. This, according to the author, allows one to solve another problem - the intellectual development of children by means of cognition of nature, to develop their thought processes and operations.
The next task of the child's intellectual development in the process of familiarizing himself with the natural environment is the formation of his sensory culture. The baby's cognition of the surrounding reality, due to his age specificity, namely the visual nature of thinking, is carried out through various sense organs. As the classic of Russian pedagogy K.D. Ushinsky, a child thinks in forms, colors, sounds, sensations. The great Russian physiologist I.M. Sechenov noted that cognition of the surrounding world is impossible without the inclusion of various senses in this process. Moreover, the more analyzers take part in the process of cognition, the more complete and solid the knowledge about the cognized object or phenomenon.
The products of the activity of the sense organs must be considered as sources of the development of the psyche and intellect. That is why the formation of a child's sensory culture is an integral part of his mental development. The solution to this problem in the process of familiarizing preschoolers with the natural world is aimed at improving the analytical sphere of children, which, in turn, forms the basis for the formation of the child's ideas and concepts about the natural world.
Another problem solved in the process of mental development of children by means of cognition of nature, E.I. Zalkind considers the upbringing of a research attitude to the natural world in preschoolers.
Questions of the formation of a research attitude towards the environment in children, their cognitive activity occupy one of the leading places in psychological and pedagogical research. Scientists have found that it is cognitive activity that is one of the main sources of his development for a child. And this is natural. Learning about the world around, the child accumulates a certain baggage of information about him. His thinking processes and operations are developing, elements of a materialistic world outlook are formed.
The development of such a personality quality as observation is inextricably linked with the task of fostering a cognitive attitude to the world in children. Teaching preschoolers to observe the natural world, i.e. purposefully focus our attention on its objects and phenomena, we thereby develop the attention and imagination of preschoolers. And again, we can quote the statement of K.D. Ushinsky, who wrote: "To form a broad and strong mind, one must observe and think a lot." It is necessary to teach the child to look closely at the world around him, to notice in it the essential and characteristic for each object and phenomenon, to notice the changes that are taking place.
At the same time, it should be remembered that, while developing the sensory culture of children, it is important for the educator to correlate the sensory experience of children with the presentation available to them.
Calling and revealing the tasks of the intellectual development of children by means of nature, we mentioned the task of systematizing children's knowledge about the natural environment. We turn to this problem once again due to the fact that in the 1970s-1980s. Within the framework of solving this problem, several studies were carried out, which later had a certain value on the formation of the methodology of environmental education for preschoolers. The ability of preschool children to assimilate systemic knowledge has been proven by the studies of both psychologists (L.S.Vygotsky, A.V. Zaporozhets) and teachers (N.N. Poddyakov, E.I. Radina, A.P. Usova). In the research of N.N. Kondratyeva, L.M. Manevtsova, EF Terentyeva, I. Khaidurova and others have developed specific systems of knowledge about the natural world for preschool children.
The research of L.M. Manevtsova (1985), focused on the formation of systemic knowledge about seasonal changes in the life of animals in older preschool children. The author notes that the system of knowledge about seasonal changes in nature creates in the child an idea of \u200b\u200ban integral picture of the world, contributes to the formation of elements of a materialistic worldview. The systemic knowledge program is based on the idea of \u200b\u200bthe conditionality of seasonal changes in environmental factors (air temperature, illumination, the presence and nature of precipitation, etc.) by a change in the position of the Earth and the Sun relative to each other.
Based on this, the system of knowledge about seasonal changes in the life of animals is presented by L.M. Manevtsova as follows:
1) knowledge about the season as a time period of the year caused by | the movement of the Earth around the Sun;
2) knowledge about the main factors of the abiotic environment (lighting, air temperature, precipitation, the state of the Earth's cover);
3) knowledge of the basic needs of animals (lighting, heat, shelter, food);
4) knowledge about the influence of environmental factors on animals and about the system of adaptation to the conditions of its change.
As a result of the experimental study, the author not only proved the possibility of mastering systemic knowledge about seasonal changes in the natural world by older preschool children, but also showed that the choice of methods of working with children is of particular importance. The optimal method of forming a system of knowledge about seasonal changes in the life of animals, according to L.M. Manevtsova, there should be widespread use of models and modeling activities. It is the model that allows, in unity, to reveal the spatio-temporal and cause-and-effect relationships offered for learning by children.
The research by N.N. Kondratyeva (1987), dedicated to the development of the content and structure of a systemic knowledge program about a living organism for older preschool children. Referring to numerous philosophical and pedagogical studies, the author notes that the conceptual components of the system of knowledge about a living organism for preschoolers should be ideas that reflect:
The integrity of a living organism, which is a consequence of the interaction of its structure and functions, as well as the most important condition for its existence;
Systemic properties of an integral living organism: specific metabolism of a living organism with the environment, manifested in nutrition, respiration, movement, etc .; the ability to develop as self-renewal and self-reproduction; the adaptability of a living organism to the conditions of existence (environment), both relatively constant and changing;
Determination of living things by non-living things, their close interconnection and interdependence; in this case, a living organism should be considered as an open system that exists and functions only under conditions of constant interaction with the environment;
Systemic organization of a living organism: a living thing of any level of organization should be considered as a system that is a morphological and functional unity of its constituent components, and as an element of the system of the next level of organization, into which it is included in the process of life.
1) knowledge about the integrity and essential properties of a living organism as a holistic formation;
2) knowledge about the adaptation of living organisms to their environment;
3) knowledge about the growth, development and reproduction of living organisms under environmental conditions;
4) knowledge about the existence of a living organism in an ecosystem.
Each of the sections is a relatively independent knowledge subsystem. The content of the previous sections of the program is organically included in the content of the subsequent ones, being a mandatory component. In each subsequent section of the program, the previous section is further developed: knowledge is replenished, enriched with new information, deeper connections and dependencies are established, thereby the essence of a living organism and its interaction with the environment are more fully and more fully revealed. The sequential development of the content of knowledge, as the author believes, has a certain positive effect on the level of children's awareness of the need for a careful, caring attitude to living things, increases the degree of their activity in terms of understanding the natural world. According to the author, the system of knowledge about the natural world, reflecting the leading patterns that exist in it, is of great importance for the upbringing of a child not only conscious, humane, but also a value attitude to the natural environment.
Along with the definition of specific tasks of working with children, solved in the process of acquainting them with the natural world, the definition of a system of knowledge about nature, a number of studies are devoted to the study of methods for familiarizing preschoolers with the natural environment. One of the leading methods of this process, researchers (B.G. Ananiev, V.T. Loginova, A.A.Lyublinskaya, P.G. Samorukova) consider observation.
As part of the implementation of the elements of developmental education in the practice of working with preschoolers, it is proposed to use elementary research activities (L.M. Manevtsova) and modeling activities (T.R. Vetrova).
3rd stage- development of the theory and methodology of environmental education of preschoolers (late 80s. XX century - up to the present). The works of S.N. Nikolaeva, N. Fokina, N.A. Ryzhova.
In 1996, the Concept of Ecological Education of Preschool Children was published by S.N. Nikolaeva, which almost until now has been considered as a certain normative and regulatory document in the field of environmental education of preschool children. The author of the concept sees the main goal of ecological work with children in the formation in children of the foundations of ecological culture, which is the basic component of the formation of a personality, which allows her to further successfully master in the aggregate the practical and spiritual experience of human interaction with nature, which will ensure its survival and development. As the initial stage of all ecological work with children, S.N. Nikolaeva highlights the process of transferring knowledge and information about the natural world to children. The end result of this activity, in her opinion, should be the formation in each child of a certain type of attitude to the natural environment (cognitive, aesthetic or humanistic).
N. Fokina (1996) investigated the problem of the moral development of the personality of a preschool child by means of nature. In her opinion, the moral formation of preschoolers is closely connected with the formation of their humane attitude to the natural world. A preschool child should be aware of the value of any manifestation of life, strive to protect and preserve nature. The author notes that the basis of a humane attitude to the natural environment will be the awareness of each child of the relationship "man-nature", the realization that taking care of the natural environment is nothing more than taking care of yourself, taking care of a person. Answering the question of how to form a humane attitude towards the natural environment in children, the author points out the need to take into account such specific age characteristics of preschool children as impressionability and emotional responsiveness. It is important to instill in children such qualities as sympathy, compassion, empathy for all living things. Children should be shown that in relation to nature they take the position of a stronger side and therefore must take care of it, take care of it. In addition, S.N. Nikolaeva draws on the creation of conditions for the organization of environmental work with children in a preschool educational institution.
Speaking about the subject-developing environment, S.N. Nikolaeva designates it as a "zone of nature", by which she understands that part of the premises and area of \u200b\u200bthe preschool institution, which contains any animals or plants. The author refers to the nature zone as group corners of nature, a special room (or hall) with natural objects, a winter garden, a micro-farm, a greenhouse, a nature site, an ecological path and green spaces on the site.
The spiritual and moral development of children by means of nature is closely related to their aesthetic education. According to N. Fokina (1996), awareness of the aesthetic value of natural objects supports and strengthens an active humane attitude towards it.
Thus, analyzing the above, we can conclude that, despite the presence of the richest material concerning the issues of familiarizing preschoolers with nature and their ecological education, the listed studies mainly adhere to the position of the need to form elements of an eccentric attitude towards the natural world in preschoolers and do not touch upon issues of upbringing. the younger generation has a modern - co-evolutionary view of the system of relationships "man - nature".
