Ecological education of preschool children in kindergarten. "Environmental education of children in kindergarten

Olga Pribytkova
Ecological education of children in kindergarten

The relationship between man and nature has always been a problem. But now, at present, ecological the problem of the interaction of man and nature, as well as the interaction of human society on the environment, has become very acute and has taken on a huge scale. It means that ecological the problem arises today not only as a problem of preserving the environment from pollution and other negative effects of human economic activity on Earth. It grows into the problem of preventing the spontaneous impact of people on nature, into a consciously, purposefully, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of ecological culture, ecological consciousness, the formation of which begins with childhood and continues throughout life.

For preschool pedagogy environmental education- this is a new direction that appeared at the turn of the 80s and 90s and is currently in its infancy. In the last decade, the work of preschool institutions has focused on education in children careful attitude to the living - familiarization with nature took on a conservation coloring.

Ecological education - a new category which is directly related to science ecology, its various branches. In classical ecology central concepts are: the interaction of a single organism with its environment a habitat: the functioning of an ecosystem - a community of living organisms living in the same territory (having therefore the same type of habitat) and interacting with each other. Both concepts, in the form of specific examples from the immediate environment of a preschool child, can be presented to him and become the basis for a developing view of nature and attitudes towards it.

The interaction of man with nature is the second, extremely important aspect ecology, which became the basis of rapidly developing industries - social ecology, ecology human - cannot remain aloof from the knowledge of the modern child. Target environmental education preschoolers - the formation of the beginnings ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of the general average environmental education, to successfully appropriate in the aggregate the practical and spiritual experience of the interaction of mankind with nature, which will ensure its survival and development.

This goal is consistent with the Concept of preschool education, which, focusing on general humanistic values, sets the task of personal development child: lay in preschool childhood the foundation of personal culture is the basic qualities of the human principle in man. The nature of the planet is a unique value for everything humanity: material and spiritual. Material, because in combination all these components make up the human environment and the basis of its production activity. Spiritual, because it is a means of inspiration and a stimulator of creative activity. Nature, reflected in various works of art, is the value of the man-made world.

Formation of the beginnings ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity. This is the awareness of one's ability to creatively interact with nature.

Tasks environmental education are the tasks of creating and implementing educational- educational model, in which the effect is achieved - obvious manifestations of the beginnings ecological culture in children preparing to enter school.

In this case, the content environmental knowledge covers the following a circle:

The connection of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the processes of growth and development;

The variety of living organisms ecological unity; communities of living organisms;

Man as a living being, his habitat, providing health and normal life.

First and second positions are classic ecology, its main sections: autecology, considering the vital activity of individual organisms in their unity with the environment, and synecology, revealing the features of the life of organisms in a community with other organisms in the common space of the external environment.

Familiarization with specific examples of plants and animals, their mandatory connection with a certain habitat and complete dependence on it allows preschoolers to form initial ideas ecological character. The third position allows you to introduce children with groups of living organisms - to form initial ideas about some ecosystems, food dependencies that exist in them. At children an understanding of the inherent value of health and the first skills of a healthy lifestyle are laid.

The fourth position is the elements of social ecology, allowing to demonstrate on some examples the consumption and use of natural resources in economic activities (materials). Familiarization with these phenomena allows you to begin to develop children economical and careful attitude to nature, its riches.

All designated content items environmental knowledge for children preschool age are consistent with the content of the general education area « Ecology» , presented in the Concept of the general average environmental education. Implementation environmental education preschoolers is possible through appropriate methods educational- educational work with children. Specialists in preschool pedagogy divide teaching methods into verbal, visual and practical. A wider context is embedded in the concept of "pedagogical method" - not only teaching, but also the organization of other types of activities in which an adult has a child educational impact. Building Methods environmental education is based on the following fundamental moments: 1) taking into account the specifics of the content environmental education coming from bioecology with its central concept of the relationship between the organism and the environment; 2) approach to any joint activity as a pedagogical method, if this activity: saturated environmental content, allows you to solve problems environmental education of children; systematic, regularly repeated; planned and organized educator; aims to achieve educational- educational result; 3) simultaneous decision in activity educational and educational tasks and understanding of their subordination in environmental education.

In the pedagogical process, both traditional methods and innovative ones are used. Traditional methods that have stood the test of time and are widely used, this is:

Visual (observations, excursions, looking at paintings and illustrations, viewing filmstrips about nature);

Verbal (conversations, reading fiction about nature, the use of folklore materials);

Practical (environmental games, experiments, labor in nature).

Along with traditional methods, there are also innovative ones. methods: the use of TRIZ elements, project activities, etc.

In the classroom and in generalizing conversations, separate techniques of mnemonics are used - mnemonic tables and collages. In the senior and preparatory groups, children are offered crossword puzzles.

But the use by teachers of such methods as game-based problem-based learning and visual modeling is of particular importance.

The method of game problem learning consists in playing problem situations in the classroom and in joint activities with children that stimulate cognitive activity. children and teach them to find solutions to problems on their own.

The visual modeling method was developed on the basis of the ideas of the well-known child psychologist L. A. Wenger, who, through research, came to the conclusion that the development of the child's mental abilities is based on mastering the actions of substitution and visual modeling. Thus, the implementation of the program for the formation of children began ecological culture is possible only through appropriate methods and forms educational- educational work. In the pedagogical process, both traditional and innovative methods should be used.

Human society, the natural environment are closely interconnected. Environmental problems become the content of pedagogical programs in many countries. In the ecological education of preschool children, the main emphasis is on the fact that it is man who is responsible for the recent catastrophic pollution of nature, the extinction of many species of animals.

Environmental education involves work in the following areas:

1. Educational. Reveals for children the essence of the environmental problems of the time, possible ways to solve them.
2. Developing. Gives the younger generation intellectual, practical skills to assess the state of nature, independent activities to improve the local environment.
3. Educational. It forms the desire for a healthy lifestyle, motivation and the habit of correct environmental behavior.

Goals and objectives of environmental education for preschoolers

Many adult contemporaries behave consumer-friendly towards nature, especially without thinking about the consequences of their activities. Careful attitude to nature should be brought up from a very young age, when a child is able to perceive a forest, a river, birds with spiders as something alive, directly and emotionally.

The baby, who vividly perceives the beauty of the world around him, has a feeling of attachment to the places where he lives, a desire to protect them, which later develops into love for the Motherland. This is the goal of environmental education. The children must learn to respect the earth and air, flora and fauna. Future adult citizens become the real owners of their land, properly managing these wealth, not only spending it, but preserving it, increasing it.

Tasks that environmental education is designed to solve:

• The development of the immediate environment, as well as the spread of children's interests beyond its limits, in accordance with age.
• Deepening, systematization of preschool children's ideas about geography, ecology, natural sciences.
• Acquisition of certain skills based on one's own experience, the ability to compare results, draw appropriate conclusions.
• Formation of the desire to take care of living and inanimate objects, places where you live.

Environmental education aims to give preschoolers an understanding that there is a close relationship between all living organisms. They are adapted to certain natural conditions, do not exist in isolation, but form the so-called ecosystems (river, meadow or swamp). The child does not just have to learn that it is not good to cut down trees or kill bees. He must understand how many organisms and creatures are associated with this particular tree, what will happen to them after cutting.

Forms of environmental education of preschoolers

Ecological culture involves not only the perception of the beauty of nature, but also its knowledge, active work to protect it. They observe and discuss the rules of behavior with children, help them gain practical experience in caring for plants and animals. As you grow, the circle of children's responsibilities gradually expands.

Ecological education in kindergarten takes place in several directions: when interacting directly with the kids, the pedagogical team, and parents.

Regular walks on the territory of the preschool educational institution can be turned into environmental activities. It is important to use as many interesting objects as possible. These are trees, shrubs of various types, shapes, ages, old stumps with lichen and moss, clearings with medicinal herbs, insects, nests and birdhouses. Here, children can observe wildlife, share observations, and play. It is walks that introduce the properties of sand or clay, snow and water, changes in the life of plants and animals as the seasons change.

Preschool age is characterized by increased curiosity in various fields, but children show particular interest in nature. Therefore, environmental education in kindergarten occupies an important place in the development of knowledge of the surrounding world, the development of a humane attitude towards all living things and the formation of conscious behavior in the natural environment.

The purpose of environmental education is:

• formation of knowledge about nature, natural phenomena, flora and fauna;
• development of aesthetic feelings: love, respect, respect for the natural world;
• stimulating in children the desire to take care of nature and animals, to protect and preserve natural resources.

The relevance of environmental education

The formation of a humane attitude towards nature is the main task of environmental education, which is realized through the development in children of compassion, empathy and sympathy for all living beings on the planet. Man is a part of nature, but often it is he who has a detrimental effect on the world around him. The formation of an active position of a "protector and friend" of the natural world is the basis for the education of the ecological culture of preschoolers. Children are especially impressionable and responsive, therefore they are actively involved in all measures to protect those who need it. It is important to show children that people take a stronger position in relation to the natural world (for example, plants will wither without watering, birds will die from the cold without food in winter). Therefore, we should make every effort to ensure that all life on earth develops and brings joy (for example, the morning singing of birds under the window will please those who fed them in winter, and a blooming flower on the window will please those who watered it).

The knowledge gained about the world around us should be supported by practical activities and illustrative examples so that children see the positive result of their activities and have a desire to improve their achievements.

Forms and methods of environmental education

Excursions are of great importance in the ecological education of the individual, thanks to which children get acquainted with the diversity of the natural world and observe natural phenomena. Excursions are also important for the accumulation of knowledge about the peculiarities of the nature of the native land and orientation in the area: the ability to find relationships in nature, observe folk signs, predict the consequences of human activity, both favorable and negative. During the excursion, children learn to interact with the outside world. To do this, the teacher gives Special attention the fact that man is only a guest in the natural world, and therefore must follow the commandments: keep quiet, be patient and attentive.

The role of fairy tales in the education of preschoolers can hardly be overestimated, and ecological fairy tales are interesting, first of all, by the novelty of the plot and the introduction of unusual characters. Thanks to fairy tales, children can be told in an accessible form about complex phenomena in nature, about the relationship between nature and man, and the importance of human labor. A special place is occupied by fairy tales invented by the children themselves.

One of the main types of preschool education is didactic games on environmental education. Thanks to the game, the child learns to highlight the signs of phenomena and objects, compare them and classify them. Children learn new information about the natural world, developing memory and perception, talk about the life of animals and plants, developing thinking and speech. Didactic games contribute to the application of the acquired knowledge for joint games, improving communication skills in children.

Of course, the ecological development of children in the garden will be especially effective if it is interconnected with ecological education in the family. Therefore, teachers should encourage parents to create favorable conditions for an eco-developing environment at home.

Children will get acquainted with the science of ecology at school, but environmental education must begin at a preschool age. To some, this may seem premature. However, child psychologists note the age of 5-6 years as the most receptive, open to learning. During this period, the child's attitude to himself, to the world around him is formed, a coordinate of values ​​is built.

Every year the environmental situation in the world is deteriorating, and our goal, the goal of modern parents and teachers, is to educate environmentally educated people who will treat nature as a friend, protect it, and improve methods for saving it.

Environmental education in kindergarten contributes to:

• the formation of objective ideas about the processes occurring in nature;
• formation of respect for nature.

The following programs can be used to work in the ecological direction in kindergarten:

• The basic program for the development of preschoolers "Origins",
• Ryzhova N.A.: "Our home is nature",
• Nikolaeva S.N.: "Young ecologist",
• Voronkevich O.A.: "Welcome to ecology",
• Kondratieva E.E.: "We",
• Veresov A.: "We are earthlings",
• Popova T.I.: "The world around us",
• Kochemasova E.E.: "Hello world!".

Environmental education in kindergarten should begin with the teacher himself

Only an environmentally literate person can form an environmentally conscious personality. The teacher must have a number of skills.

Curious is the study conducted in the Tyumen region. More than 200 respondents took part in it: 167 educators and 71 heads from local preschool institutions. The study was conducted in the form of a questionnaire. Let's take a look at some illustrative data.

To the question about work is carried out in the preschool educational institution in the environmental direction by educators who do not have the appropriate education or environmental specialists, it turned out that

• only in 1.4% of kindergartens classes are conducted by ecologists;
• in 98.6% of cases, classes are conducted by educators who do not have an environmental education.

In addition, for the most part, preschool institutions lack environmental program and methodological materials:

• only 16.9% of kindergartens are provided with the necessary equipment and teaching materials in sufficient quantities;
• in 56.3% of kindergartens there is a lack of methodological material;
• 26.8% of preschool educational institutions do not have any environmental education materials at all.

O the need to resort to the help of a methodologist-ecologist said heads of 84.5% of preschool institutions.

Ecological education in kindergarten carried out in various forms :

• the most popular were environmental classes and conversations - 33.9%;
• excursions and phenological walks - 22.6%,
• observations in nature - 14.5%,
• leisure activities - 10.8%,
• games - 9.7%;
• practical work (experiments) - 4.8%,
• consultations with parents - 2.2%,
• thematic exhibitions - 1.6%.

Forms of environmental education in kindergarten

Environmental education in kindergarten is carried out in several directions: directly with the main participants in the educational process - with children, at the pedagogical level, in cooperation with parents.

Forms of work with children

Forms of work with children include environmental activities and conversations. The rules of safe behavior in nature are discussed with children, classes are held "Pantry of nature", "Forest is a helper of man", "Useful inventions" and others.

The musical director, together with the methodologist and educators, prepares ecological holidays : "Ecological Knowledge Day", "Earth Day", "Summer Festival". Leisure activities are organized in the form of KVN "Connoisseurs of Nature".

During targeted walks, excursions, the teacher, together with the children, conducts observations in nature . This can be both a direct acquaintance with the surrounding flora and fauna, and educational work, for example, with masterpieces of fine art: looking at landscape paintings.

Practical experience children receive by helping to care for plants and animals. As the child grows older, the range of his responsibilities expands. Older children are often involved in joint projects with preschoolers from kindergarten and younger groups. For example, younger guys grow vegetables in the garden, and their older comrades hold demonstrative workshops on cooking salads and other dishes from these vegetables.

Children of the preparatory group can lead "environmental diary" , in which all observations, notes, experiments are entered.

Forms of work with the teaching staff

As the study cited above showed, the teaching staff needs to improve their skills, acquire appropriate skills in the subject of ecology. This is directed business games , for example, "Ecological education by means of wildlife", reviews of partial programs, seminars "Didactic games with ecological content".

It turns out to be in demand workshop "New game techniques that contribute to the environmental education of preschoolers."

One of the stimulating factors is the spirit of competition. Organized vernissages of pedagogical ideas "Ecological walks", "Environmental actions", "Forms of work on environmental education".

To improve the level of environmental literacy of teachers, booklets on topical environmental issues in the world in general and in the city in particular.

Forms of work with parents

Interaction with parents is a necessary component of environmental education in kindergarten. An adult should lead by example to a child.

Despite the fact that many parents do not have free time, they still enthusiastically respond to offers to take part in a joint subbotnik , landscaping the territory of the kindergarten, preparing feeders, collecting garbage, batteries, etc.

Environmental education should be continued beyond the preschool. On weekends or holidays, children are given the task of collecting together with their parents exhibits for the museum of nature in the garden, make crafts from natural material, draw a wall newspaper .

One of the priority areas in the modern standard of preschool education has received environmental education. The child begins to learn about the world from birth, and along with the study of the environment, he must get an idea of ​​​​its fragility, learn to love, protect and protect nature, learn what human actions cause irreparable harm to it. Classes on environmental education in kindergarten are designed to solve these problems.

Theoretical aspects of environmental education in preschool educational institutions

We are all children of the same ship named Earth, which means that there is simply nowhere to transfer from it ... There is a firm rule: get up in the morning, wash yourself, put yourself in order - and immediately put your planet in order.

Antoine de Saint-Exupery

https://ekolog17.jimdo.com/

The basics of environmental education have been included in programs for preschool institutions since the 1960s. But if then the main emphasis was on instilling in children the elementary foundations of environmental literacy, now it is on the formation of environmental culture from early childhood.

This provision is reflected in the “Kindergarten Education and Training Program”, which formulates two main tasks:

• fostering love for the nature of the native land, the ability to understand and feel its beauty, take care of plants and animals;
• creation of conditions for pupils to receive elementary knowledge about nature and the formation of a number of ideas about the phenomena of animate and inanimate nature.

Preschoolers, due to the characteristics of their age, very organically perceive all the knowledge that is associated with nature. After all, small children feel like a part of nature, they have not yet developed a consumer attitude towards it. Therefore, the main task is to make sure that the feeling of inextricable connection with the outside world, which arose in early childhood, remains for life.

A child at preschool age feels like a part of nature, and the task of the teacher is to strengthen this connection.

Forms of classes in ecology

Ecology classes use various forms of education. Main activities:

1. Specially prepared lessons. Here the educator plays the main role. It can be:
   • excursions,
   • conversations with the teacher about nature, animals, plants,
   • reading fiction,
   • stories about the peculiarities of animal care.
2. Joint activities of preschoolers and educator. Children take an active part in everything that happens in the classroom. These include:
   • various themed games
   • quiz,
   • drawing and design,
   • surveillance,
   • answers to children's questions
   • discussion of books read, viewed filmstrips and cartoons,
   • live work,
   • preparation of ecological holidays, etc.
3. Independent work of children. Application of environmental knowledge received by preschoolers in practice. For example, they can independently (but under the supervision of a teacher) water flowers, feed animals in a living corner, collect herbariums or collections.

Environmental education begins with children taking care of plants and animals.

Didactic and visual materials for ecology classes

Preparation for classes in ecology in kindergarten provides for the widespread use of a variety of didactic and visual materials. And some of them can be cooked together with children. So, in the preparatory and senior groups, you can prepare visual aids for kids. For example, in design classes, children can make visual material on the topic "Garden". Only at the beginning of the lesson it is necessary to warn that their crafts will be used as visual material for kids. It is very important! Children (and people in general) love when their work is needed by someone, and not in vain.

A visual aid on the topic "Garden", made by preschoolers of the middle group, will delight the smallest pupils of the preschool educational institution

At the beginning of classes, you can watch filmstrips and cartoons (“Red Cat”, “The Train from Romashkov”, “Treasure”, “Butterfly”, “The Tale of the White Ice”, “On the Forest Path”, “Shapoklyak”), and then discuss what you have watched . So, using the example of the cartoon “Treasure”, you can discuss the meaning and value of ordinary drinking water, and after watching the cartoon “The Train from Romashkov”, you can talk about how important it is to stop from time to time and observe nature, enjoy the amazing world around.

Examining pictures and paintings is one of the techniques used in the classroom. In the first and second junior groups, simple pictures are used depicting plants, animals, vegetables, fruits. In the middle, senior and preparatory groups, you can view reproductions of paintings by famous artists (“Rooks Have Arrived” by A. Savrasov, “Morning in a Pine Forest” by I. Shishkin, “Beetle” by I. Kabakov, “Golden Autumn” by I. Levitan) and ask the children tell what they see on them.

Ecological lotto allows you to generalize children's ideas about various types of plants and animals

Games can also be used in environmental education classes, both desktop (for example, various lotos, Find a Pair, Where Does Someone Live, Tops and Roots) and mobile (for example, Rescue Tree, Gnomes in the Forest”, “At the Zoo” and the beloved nursery rhyme “A deer has a big house”). As didactic materials and manuals, you can use posters, models, diagrams, calendars of nature, designed for ecological and living corners, exhibitions of drawings, rooms of nature.

The ecological corner in the preschool educational institution should be colorfully designed and attract the attention of children

Video: nursery rhyme "The deer has a big house"

Environmental Education Programs

There are 2 types of programs for preschool institutions: integrated and partial. Comprehensive programs prescribe actions aimed at the development of preschoolers in all areas, while partial ones consider one or more thematically related areas in depth.

Comprehensive programs

The most complete environmental aspects are provided in the programs "Childhood", "Rainbow" and "Baby". They have special sections devoted not just to obtaining elementary knowledge about nature, but about the relationship between the surrounding world and man.

"Baby" is dedicated to the development of young children, so the tasks here are simple: to contemplate, observe, learn. According to this program, it is recommended to equip a living corner in preschool institutions. Visiting it is especially useful for those children whose parents do not allow pets at home.

The part of the program "Childhood" "The child discovers the world of nature" includes 4 blocks that take into account the age characteristics of children:

• information about plants, animals as representatives of the living in the natural world (features of the external structure and vital functions, the relationship of living beings with the environment, their uniqueness);
• mechanisms of adaptive relationship of living organisms with the environment (properties of various environments, ideas about groups of animals living in a homogeneous environment);
• knowledge about the growth, development and reproduction of plants and animals familiar to children (ideas about successive changes in organisms, the cyclical nature of the process);
• ecosystem knowledge (children get acquainted with plants and animals living in the same community, their interconnectedness).

The section of the program "Rainbow" "The World of Nature" provides for the study of the ecosystem of different regions of the world, geographical concepts, historical and archaeological facts. Its disadvantage is that children receive many interesting facts about the world, but do not learn to comprehend them. The "Origins" program has a section on the study of the surrounding world, but it does not meet modern requirements, and the "Development" program does not set the goal of environmental education for pupils of preschool educational institutions at all.

A living corner in preschool allows children to join the world of wildlife and take care of pets

Partial programs

Partial programs for the environmental education of preschoolers approved by the Ministry of Education of Russia include:

• "Our home is nature"
• "Young Ecologist"
• "Life around us"
• "Nature and the Artist"
• "Semitsvetik",
• "Spider web",
• "We are earthlings"
• "Open yourself"
• "Hope".

Any of these programs is interesting in its own way, so each teaching staff has the opportunity to choose, depending on their own conditions.

The first environmental education programs in kindergartens, which began to be developed back in the 90s of the last century, include "Young Ecologist". Its author is S. Nikolaeva. It should be clarified that the "Young Ecologist" includes 2 programs: environmental education of children and advanced training of educators. Thus, the complex task of educating the principles of environmental literacy in children and raising the ecological culture of adults who are called upon to educate these children is solved.

Since great importance is attached to environmental education, preschool teachers across the country develop their own programs based on their capabilities, geographical location and social conditions. The following programs are noteworthy:

• "The enduring values ​​of the small homeland", developed by a teacher from Ivanov E.V. Pchelintseva;
• "I'm in the big world", created by a pedagogical team from the city of Seversk;
• "ABC of Ecology" L.I. Grekova (section of the program "Planet of Childhood", used in the territory of the Stavropol Territory).

How to conduct an environmental lesson in kindergarten

Environmental education programs provide for a wide variety of forms of activities with children, from games to serious projects.

ecological trail

One of the most entertaining forms of outdoor environmental activities is the ecological trail. In each kindergarten, it is desirable to have 3 types of paths and use them according to age groups. The first path is located in the premises of the preschool educational institution; it may include specially designed stands, a nature room, and a living corner. The second passes through the territory of the preschool institution and is used during daily walks. And the third path is for travel. She leads the children to the territory adjacent to the garden. It can be a square, a park, a forested area, a meadow or even a real forest.

An ecological trail is a specially equipped route, along which preschoolers acquire knowledge about the natural environment.

Ideally, throughout the route along the trail, children should meet both wild and cultivated plants growing separately and crowded, various trees and shrubs, birds living in nests, on trees or specially equipped houses, anthills, stones, reservoirs ... In In general, the more varied the better. Of course, for each age group it is necessary to draw up its own route. It is advisable to draw up a plan of the ecological trail and place it at the beginning of the route. While traveling along the ecological path, children listen to the stories of the teacher, observe, ask questions, learn to draw conclusions, collect herbariums, collections, etc.

Project activities on ecology in kindergarten

In the process of environmental education in kindergarten, special attention should be paid to the research activities of children. This can be helped by the development of various projects, which can be both short-term and long-term. Short-term projects are more common in preschools. Their topics may be different, for example, “We communicate with animals”, “What is the power of water”, “From spikelet to loaf”, “Who winters in the forest”, etc.

Encouraging children's research interest develops their thinking abilities and stimulates further cognitive activity.

Nevertheless, long-term projects are quite within the power of preschool children. You should pay attention to such topics: “Feed the birds”, “We planted a turnip”, “Garden on the windowsill”, “Aquarium is a fish kingdom”, “Let's grow a lemon”, etc.

The development of both short-term and long-term projects requires a lot of effort, preliminary preparation, study of materials and literature on the topic, observations, research and the ability to draw conclusions. It is also important to beautifully design and enthrallingly present your project. All these children will have to learn.

Application "Fungus" is performed by children as part of the project "Hello, autumn!"

Sample project for the second junior group

Name	"Hello, autumn!"
Tasks	To expand the knowledge of children about autumn as a season, about the weather at this time, about the natural gifts that autumn gives. Expand the vocabulary of children on the autumn theme. Learn poems and songs about autumn. Learn to draw autumn in drawings.
materials	Drawings, cards, images of vegetables and fruits; models of vegetables and fruits; autumn leaves; flowers; poetry; paper, paint, plasticine.
The activities of the educator	Selects poems and songs; selects games; conducts classes with children.
Parents activities	Select photographs, literature; participate in the holiday.
Activities during the project implementation	Outdoor games; didactic games; reading poems, stories and fairy tales about autumn; learning songs about autumn; creation of the application "Fungus"; draw autumn; conversations about the weather; a story about autumn gifts: vegetables, fruits, mushrooms, nuts; making bouquets of autumn leaves and flowers; watching cartoons.
Project summary	Arrangement of an exhibition of drawings, autumn bouquets and applications. Holding a festive matinee "Hello, autumn!". Festive table with autumn gifts.

You can learn more about conducting classes on ecology in the first and second junior groups from our article -.

Sample lesson plan on the topic "How bread is made" in the middle group

The purpose of the lesson: to demonstrate to children how bread is made.

Equipment and materials:

• Pictures,
• germinated wheat,
• green wheat germ,
• wheat grains and spikelets,
• slices of bread
• flour,
• eggs,
• salt,
• yeast,
• water,
• vegetable oil.

Lesson progress:

1. Children watch the cartoon "Spikelet".
2. The teacher invites the children to find out where wheat grains live, how wheat grows, how flour is obtained, how bread is baked.
3. Children look at sprouted wheat and wheat sprouts.
4. The teacher invites the children to take spikelets and find grains in them.
5. The teacher invites the children to find out what is tastier - grains, flour or bread. Children try grains, flour and pieces of bread.
6. The children are asked if they know how delicious bread is made.
7. Then the teacher kneads the dough from the prepared products, explaining the process to the children.
8. Children watch how the dough fits.
9. The teacher and the children make rolls and take them to the kitchen.
10. While the rolls are being baked, the teacher tells how the growers grow wheat, harvest, the children look at the pictures.
11. The cook brings baked rolls, and everyone tries them.

Video: cartoon "Spikelet"

Lesson in the second junior group on the topic: “Making a hedgehog”

Take toys "Travyanchik" in the form of a hedgehog. First, children water toys, grow grass, and at the same time learn how, why and under what conditions grass grows. The teacher also tells them about hedgehogs - where they live, what they eat, how they hibernate. When the grass grows large enough, a lesson on the construction of "Cut the hedgehog" is held. Before starting the lesson, you can watch a cartoon about hedgehogs, for example, “Does a hedgehog have to be prickly?”

When making a hedgehog from Travyanchik, children get cute crafts, and they treat the pets of the living corner with the remnants of the grass

Then the children cut their grasses with scissors. The cut grass is taken to a living corner and treated to pets living there.

Holding open events on an environmental theme

Classes in ecology provide a wide opportunity for a variety of open events. Parent involvement is welcome here. Moreover, they can not only attend matinees and watch how their children perform, but also take an active part themselves. Parents can help build and hang birdhouses and bird feeders, participate in joint excursions along the ecological trail, organize picnics for children together with caregivers, take part in World Car Free Day, etc.

It is possible to generalize and consolidate children's knowledge of animate and inanimate nature in the form of an environmental quiz, KVN, brain ring, etc., held together with parents.

Examples of abstracts for conducting open classes on ecology in different groups

• Belyakina E. "The Tale of Water" (second junior group).
• Savina A. "Journey to the spring forest" (middle group).
• Nashirvanova R. "Our friends are trees" (senior group).
• Polivakhina G. "Be a friend to nature" (preparatory group).

Video: open lesson "Visiting the gnome" in the second junior group

https://youtube.com/watch?v=p6PTCZW2m1g Video can’t be loaded: Open lesson on environmental education Visit the gnome in the 2nd junior group Part 2 Raised (https://youtube.com/watch?v=p6PTCZW2m1g)

Video: open lesson "Sowing seeds" in the preparatory group

If you choose the most exciting activities for preschoolers in a preschool educational institution, then the environmental direction is unrivaled, given that this component can be introduced into any educational activity. Children are inquisitive, they love everything that is connected with research, and the world around them acts as a fascinating subject for study. It remains only to form the right attitude towards him. This is the main task of kindergarten teachers in the implementation of environmental education.