Game activities in environmental education. Environmental education for preschoolers

03.07.2020

Preschoolers

A special role in environmental education and upbringing is occupied by the period of preschool childhood, when the foundations of a person’s worldview are laid and his attitude to the world around him is formed. During preschool age, significant changes occur in the child’s cognitive sphere. The figurative nature of thinking, specific to preschool age, is determined by the fact that the child establishes connections and relationships between objects, primarily on the basis of direct impressions.

The mere presence of environmental ideas does not guarantee environmentally appropriate behavior of an individual. This also requires an appropriate attitude towards nature. It determines the nature of the goals of interaction with nature, its motives, and the readiness to act from the point of view of environmental feasibility. Already in the process of mastering environmental concepts, children develop an emotional attitude towards the flora and fauna.

It seems to me that the most important indicator of the environmental education of older preschoolers is their participation in activities that are environmentally oriented, during which environmental ideas are deepened and consolidated and an active humane attitude towards nature is manifested. At the same time, it is necessary to explain to children that wild nature gets along well without human activity; it lives according to its own laws.

I believe that one should rather take care of natural objects in an environment modified by people: in a city, a park, and in the conditions of a preschool institution - on a plot, in a living corner. Consequently, children can help plants and animals living next to people: trees in parks, plots, plants in flower beds, city birds starving in winter, i.e. those whose well-being depends on the actions of people.

It is very important that by the time a child enters school he is mature not only physically and socially, but also has reached a certain level of mental, emotional and volitional development. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. On this basis, an ecological culture of the individual should be formed, aimed at harmonizing the relationship between man and nature.

A fairly serious problem for preschool children is learning the rules of behavior in nature, as well as such moral norms as responsibility, selfless help, compassion, and these norms and rules are best learned through play activities. The child not only plays himself, but also watches the games of other children. This creates the prerequisites for the formation of conscious behavior in nature and society, self-control over actions and deeds, that is, the practical development of moral norms and rules of behavior occurs.

However, we must keep in mind that not every game is environmental in its goals and content. Here are a number of requirements in accordance with which the selection of games for environmental education of preschool children can be carried out.

Games must be selected taking into account the patterns of children’s development and the tasks of environmental education that are solved at this age stage.

The game should give the child the opportunity to put into practice already acquired environmental knowledge and stimulate him to learn new ones.

Game actions must be carried out in accordance with the rules and norms of behavior in nature.

Preference is given to those games that allow solving not only the problems of environmental education, but also provide a solution to the general problems of the upbringing and development of the child.

In order for a game to be an effective means of environmental education for preschoolers, it is necessary to trace the internal connection of each game with previous and subsequent games. This will make it possible to predict what existing experience the child will rely on and what new step will take place in his development.

Classification of games.

Various principles can be used to classify environmental games:

According to specific characteristics;

By thematic distribution of content;

According to the form of organization and the extent of regulation;

According to the direction of action.

According to specific characteristics, creative games and games with rules are distinguished. They, in turn, are divided into subgroups:

Creative games:

Role-playing;

Theatrical;

Construction.

Games with rules:

Didactic;

Movable.

According to the thematic distribution of content, there is the following classification:

Games on the theme “Wildlife”;

Games on the theme “Inanimate Nature”.

According to the form of organization and the degree of regulation, the following are distinguished:

Independent play activities of the child;

Play activities together with the teacher (under the guidance of an adult).

According to the direction of action they are divided into:

Sensorimotor;

Subject;

Games with transformation (imitation);

Social;

Competitive.

Games with rules - moving, plot-moving, didactic (tabletop-printed, verbal, etc.) - are of great developmental importance for preschoolers. The central link of such games is the rules; they are the main factor in the developmental impact on children. The rules encourage the child to be active: to focus his attention on the game task, to quickly respond to the game situation, and to obey the circumstances.

Among the variety of games with rules for preschoolers, I pay special attention to didactic games. The name itself - didactic - suggests that the goal of these games is the mental development of children.

Based on the nature of the material used, didactic games can be divided into games with objects, board-printed games and word games.

Subject games are games with folk didactic toys and various natural materials (leaves, seeds). These games contribute to the development of the child’s sensory skills, the formation of ideas about various sensory qualities (color, size, etc.). Board and printed games are aimed at clarifying ideas about the environment, systematizing knowledge, developing memory and thought processes. Printed board games include lotto, dominoes, cut-out pictures, folding cubes, etc. Verbal games develop attention, intelligence, speed of reaction, and coherent speech.

To increase the interest of the children in my group in the didactic game and natural objects, I introduce an element of competition or a problem situation.

In order to support the desire of preschoolers to reflect the environmental concepts and gaming skills acquired in didactic games in independent play activities, in separate corners of the group I placed material for children to organize games with environmental content (tablets with images of natural areas, pictures with images of plants, animals, herbariums, etc.). P.). Thus, the growing interest of preschool children in nature is satisfied, and previously acquired ideas are concretized.

With the help of role-playing games on an environmental theme, I try to evoke an emotional response and influence the formation of the correct attitude towards objects of the flora and fauna. Environmental knowledge that evokes an emotional reaction in children is more likely to be included in their independent play activity and become its content than knowledge, the impact of which affects only the intellectual side of the preschooler’s personality.

In developing children’s emotional and interested attitude towards nature, I use not only didactic and role-playing games, but also all other types of games.

A large group of games with rules consists of outdoor and outdoor-didactic games. They are based on a variety of movements - walking, running, jumping, climbing, throwing, etc.

The methodology for conducting outdoor games is similar to the methodology for conducting didactic games and is aimed at gradually developing in children the ability to independently organize these games.

I try to brighten up my leisure time, a walk in the rain, or forced waiting with verbal and didactic games. This does not require any conditions or equipment. These games intensively develop thinking: flexibility and dynamism of ideas, the ability to attract and use existing knowledge, the ability to compare and combine objects according to a variety of characteristics, develop attention and speed of reaction.

Games of riddle-descriptions are very interesting for children - in them they practice their ability to identify the characteristic features of an object, name them in words, and develop attention.

Creative games include dramatization games and construction games. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships and other elements of an imaginary situation, as well as the independence and self-organization of children.

We organize dramatization games with children based on a literary work: the plot of the game, the roles, the actions of the characters, their speech is determined by the text of the work. The presence of a predetermined plot and roles brings the dramatization game closer to games that have ready-made rules.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the surrounding objective world, do various things independently, erect buildings and structures, but in a very generalized and schematized form.

In construction games I teach how to replace some objects with others: buildings are built from specially created construction kits or from natural materials - sand, snow.

I noticed that children like improvisation games in which they can use movements to depict the crown of a tree or a gust of wind. Such games are possible only after repeated observations and testing of various movements.

Ecological games make it possible to shift the emphasis from preschoolers’ assimilation of ready-made knowledge to an independent search for solutions to the proposed game problems, which contributes to mental education. I’m trying to create a positive emotional background for the formation of children’s aesthetic feelings, using natural objects and their images in games.

So, play is not only entertainment, but also a method by which young children get to know the world around them. The younger the children, the more often the game is used as a method of educational work with them.

In educational games we often use natural objects of nature (vegetables, fruits, flowers, stones, seeds, dry fruits), pictures of plants and animals, board games and all kinds of toys. Didactic games with natural material or images of it are the main way of sensory education and the development of cognitive activity. We play games during classes, excursions, and walks at specially designated times.

The games I use in my classes help children learn the qualities of objects and clarify ideas gained through observation in nature.

Didactic games in which you need to combine objects according to a common characteristic can help guide children to classify objects based on existing specific ideas: name what grows in a forest or garden; choose pictures that reflect some time of year; collect pictures with images of birds, animals, fish, trees.

Didactic games need to be gradually made more difficult. So, for example, I recognize objects first by appearance, then by touch, then by description and, finally, by the answers to the questions posed to the riddle. The most difficult thing is to combine objects based on common characteristics and guess the objects based on answers to questions.

During the didactic game with plants, I set a goal for myself: to cultivate a caring attitude towards them.

In numerous games with sand, water, snow, and pebbles, I introduce children to the quality and properties of natural materials. Walking with children through the forest plantation, I try to draw their attention to twigs, dry branches, roots, which in their outlines resemble birds and animals. Gradually, children begin to look closely at natural materials and look for similarities with familiar objects. This makes them very happy and contributes to the development of observation and imagination.

In games, children repeat what they have observed, consolidate their knowledge and acquired skills. While watching the game, I try to provide the children with the necessary items, help them correctly resolve issues that arise, and correct misconceptions. It is very important that the game is not imposed on children, and that they reproduce in it only what they themselves have perceived.

Summarizing all of the above, we can formulate the following main conclusions: games of environmental content help the child to see the uniqueness and integrity of not only a certain living organism, but also the ecosystem. Realize the impossibility of violating its integrity and uniqueness.

Based on this, in my work with children I use didactic games of environmental content, which ensure not only the effectiveness of preschoolers’ assimilation of ideas about the rules of behavior in nature, but also their observance in real interaction with nature. Monitoring their observance on my part and on the part of my peers helps prevent negative actions of children in the natural environment and educate preschoolers to have a conscious attitude towards living things.

Educational natural history proverbs, sayings, finger games, physical education exercises and games.

Proverbs and sayings about the seasons.

If the frost is not great, your nose turns red.

In winter, the sun is like a stepmother: it shines, but does not warm.

If it blows snow, bread will arrive.

Take care of your nose in the extreme cold.

The frost is not great, but it is not good to stand.

Snow is like a warm cover for the earth-nurse.

Spring is rich in water.

He who is happy to work in the spring will be rich in the fall.

A spring day feeds all year round.

If you sow just right, you will reap a mountain of grains.

Spring is red with flowers, and autumn is red with pies.

Spring and autumn – there are eight weather conditions per day.

Summer is bad when there is no sun.

Harvest time is precious: there is no peace for anyone here.

Summer gathers and winter eats.

The colorful June has arrived – there’s no end to work.

Whatever you collect in August, you will spend the winter with.

In autumn bad weather there are seven weather conditions outside.

Spring is red and hungry, autumn is rainy and satisfying.

I missed the autumn day and lost the harvest.

Autumn time - a bird from the yard.

Thunder in September – warm autumn.

October thunder - for a snow-white winter.

Late leaf fall means a harsh, long winter.

When the goose flies away, snow falls.

Proverbs about the forest:

The plant is a decoration of the earth.

Groves and forests are the beauty of the whole world.

Walk through the forest - watch your step.

The forest is not a school, but it teaches everyone.

Forest and water are brother and sister.

Don’t destroy a lot of forest,

There are few forests - take care,

If there is no forest, plant it.

And the forest makes more noise when there are a lot of trees.

The enemy of nature is the one who does not protect the forest.

Proverbs about nature:

Protect birds and animals and always help them!

Whoever destroys nature does not love his people.

He who knows how to be kind will be able to protect and love nature.

Finger games:

"Let's plant flowers"

We will dig a hole and plant a seed.

It will rain, it will grow.

First the stem, and then the flower.

Our red flowers are spreading their petals.

The breeze breathes slightly, the petals sway.

Our red flowers cover their petals,

They shake their heads and quietly fall asleep.

"Plant"

Lots of different plants everywhere:

Near the river, on the pond, in the meadow and in the garden.

In the spring morning they open their petals.

Beauty and nutrition to all petals

Together they give roots underground.

The fingers are clenched into a fist, pressed tightly against each other, slowly rise up to the height of the thumb - the plant is sprouting. The backs of the palms are connected, the fingers are pointed down - the root of the plant.

Physical education minutes:

"Walk in the Woods"

Children walked through the forest

Nature was observed

We looked up at the sun,

And their rays warmed them.

Butterflies were flying

They flapped their wings.

A bee landed on my nose.

Look down friends.

We raised the leaves

They picked berries into their palm.

We had a good walk!

And a little tired.

"Frogs"

There are two girlfriends in the swamp,

Two green frogs.

In the morning we washed ourselves early,

Rubbed with a towel,

They stomped their paws,

Leaned to the right, to the left

And they returned back.

That's the secret of health.

Hello to all my friends!

Forest rules.

If you came to the forest for a walk, to breathe fresh air,

Run, jump and play, just don’t forget

That you can’t make noise in the forest, even sing very loudly.

The little animals will get scared and run away from the forest edge.

Don't break oak branches. Never forget

Remove trash from the grass. There is no need to pick flowers in vain.

Don't shoot with a slingshot: people come to the forest to relax.

Let the butterflies fly, who are they bothering?

There is no need to catch everyone, stomp, clap, or hit everyone with a stick.

Nature games.

"Flies, swims, runs"

The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run or jump in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.

"I know" (ball game)

Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know 5 names of animals” and lists them (for example: elk, fox, wolf, hare, deer) and returns the ball to the teacher. The teacher throws the ball to the second child and says: “Birds.” The child catches and names 5 birds, etc.

"Air, earth, water" (ball game)

The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.

Another version of this game is possible: the teacher calls the word “air”. The child who catches the ball must name the bird. For the word “earth” - an animal that lives on the ground; for the word “water” - an inhabitant of rivers, seas and oceans.

"Chain"

The teacher has in his hands an object picture depicting an object of living and inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example: “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.

"Choose what you need"

Subject cards are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property. For example: “green” - these can be pictures of a leaf, tree, cucumber, cabbage, grasshopper, etc. Or: “wet” - water, dew, cloud, fog, frost, etc.

"What it is?"

The teacher thinks of an object of living or inanimate nature and begins to list its characteristics. If the children guessed it, they guess the next item, if not, then the list of signs increases. For example: an “egg” is oval, white, fragile, often liquid inside, nutritious, can be found in a peasant’s yard, in the forest, chicks hatch from it.

"In my garden"

Children, in a circle, name vegetables that can grow in the garden in the garden (tomato, cucumber, eggplant, carrot, etc.).

Another version of this game is possible: children have pictures that can depict both vegetables growing in the garden and other objects of living and inanimate nature. For example: plantain, sparrow, etc. The child must justify what these objects are doing in his garden. For example: a sparrow is pecking caterpillars from our cabbage, I left the plantain to be treated, etc.

"Protect nature"

On the table there are pictures depicting plants, birds, animals, humans, the sun, water, etc.

The use of game situations in the process of environmental education of preschool children in order to develop a caring attitude towards nature.

Author: Pidlubnaya Svetlana Teacher, MBDOU DS No. 93, Chelyabinsk
Description of material: Experience on the topic: “The use of game situations in the process of environmental education of preschool children in order to develop a caring attitude towards nature” Will be useful for senior educators, educators, when working with children of middle and senior preschool age
Age category: 4-7 years
Subject: The use of game situations in the process of environmental education of preschool children in order to develop a caring attitude towards nature.
The content of the work
Chapter 1. Theoretical substantiation of the problem of using game situations in the environmental education of preschool children.
1.1. Consideration of the problem of environmental education of preschool children in psychological and pedagogical literature.
1.2. Game as a method of environmental education.
Conclusion for chapter 1.
Chapter 2 Experimental work on the use of game situations in the process of environmental education of preschool children with the aim of developing a caring attitude towards nature
2.1 Identification of the level of development of environmental knowledge in preschool children (methodology and results of the ascertaining experiment)
2.2. Using game situations to develop a caring attitude towards nature.
Conclusion
Bibliography
Application

INTRODUCTION
In conditions when the number of regions of ecological
troubles, the problem of instilling an ecological culture in
the younger generation, and indeed the entire population, is becoming especially
relevant.
The problem of environmental education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work.
With the adoption of the laws of the Russian Federation “On Environmental Protection” and “On Education”, the prerequisites for the legal framework were created for the formation of a system of environmental education for the population. "Decree of the President of the Russian Federation on environmental protection and sustainable development" (taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia). Relevant Government resolutions elevate environmental education to the category of priority state problems. And environmental education must begin from early preschool age, since at this time acquired knowledge can later be transformed into strong beliefs.
The development of environmental culture begins in early childhood, so the task of environmental training for children becomes especially important.
preschool and primary school age.
Preschool childhood is the initial stage of personality formation and its value orientation in the world around us. At this age, voluntary behavior begins to develop, various forms of thinking intensively develop, and ideas about the world around them quickly accumulate. Children have a fairly highly developed identification with themselves, they are inquisitive and active, ready to cooperate with the teacher, they perceive his speech well if it is simple and clear, based on experience and images familiar to them.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of “leading children into nature” in order to tell them everything accessible and useful for their mental and verbal development.
The ideas of introducing preschoolers to nature were further developed in the theory and practice of Soviet preschool education (O. Ioganson, A. A. Bystrov, R. M. Bass, A. M. Stepanova, E. I. Zalkind, E. I. Volkova, E. Gennings and others). A major role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting to know the environment, accumulating, clarifying and expanding reliable information about nature (Z. D. Sizenko, S. A. Veretennikova, A. M. Nizova , L. I. Pushnina, M. V. Lucich, A. F. Mazurina, etc.). Research by modern scientists (I. A. Khaidurova, S. N. Nikolaeva, E. F. Terentyeva, I. S. Freidkin, etc.) devoted to living and inanimate nature, the leading pattern was chosen as the one that governs the life of any organism , namely the dependence of the existence of plants and animals on the external environment. These works marked the beginning of an ecological approach to introducing children to nature.
The technology for forming the beginnings of ecological culture in preschool children is based on organizing the interaction of preschoolers with the nature of their immediate environment, knowledge of what grows and lives next to the child. For the purposes of environmental education, objects and phenomena must be selected that are accessible to the child, the essence of which he can learn in the process of children's activities.
A wide variety of forms are used to organize environmental education for preschoolers. First of all, these are activities during which children develop a system of elementary knowledge and develop cognitive interest. Teaching children in the classroom
carried out using verbal, visual, practical methods. This involves making observations, watching filmstrips, conversations, didactic and theatrical games, experiments, and working with natural materials.
An equally important form of organizing environmental education in kindergarten are excursions and walks. On excursions, children get acquainted with plants and animals, with their living conditions. During walks, phenological observations of individual objects of nature are systematically carried out, and heuristic conversations are organized.
But the leading activity of preschool children is play, so we use play situations as the main method of environmental education. During the game, the child’s attitude to reality is expressed, it allows him to act actively, and contributes to his development. To implement environmental education, mobile, didactic, role-playing or theatrical and other types of games are used. For example, during walks, games are organized: “Fisherman”, “Flowers in a flowerbed”, “Birds in the forest”, which allow you to remember the names of fish, birds, and plants in a playful way.
The problem of this study is to increase the effectiveness of environmental education of preschool children through the use of game-based learning situations. The solution to the problem determined the purpose of the study - to study the influence of ecologized play-based learning situations on the process of environmental education of preschool children.
The object of the study is the process of using game-based learning situations in the environmental education of preschool children.
The subject of the study is game-based learning situations as a means of environmental education for children.
Considering the object, subject, goal, we focused on solving the following problems:
1. Determine the psychological and pedagogical foundations of the content of environmental education;
2. Determine the significance of the game in the process of environmental education;
3. Develop and test a methodology for using game-based learning situations in environmental education.
Research hypothesis: we believe that targeted work on environmental education of children will be successful if a variety of game-based learning situations are used in the process of this education.
To solve the problems posed in the study, the following research methods were used: analysis of psychological, pedagogical and methodological literature; diagnosing preschool children; observation; individual contact with children; experimentation.
The scientific novelty and theoretical significance of the study is determined by the fact that the study contains the conditions for the use of game-based learning situations that contribute to the environmental education of children of middle preschool age.
The practical significance of the study is determined by the fact that it makes it possible to improve the pedagogical process in the environmental education of children.
Priority in learning is given not to simple memorization and not to mechanical reproduction of knowledge, but to understanding and assessing what is happening, the joint practical activities of educators and children.
Children acquire environmental knowledge and skills not only during
specially organized classes to get acquainted with the surrounding world, walks, excursions, reading books, but also during the organization of environmental play situations.
By mastering this knowledge, the child learns about the characteristics of living and nonliving things.
nature, about the diversity of living organisms, the connections between them and with
In preschool institutions, the goal of environmental education should be for children to realize the joy of communicating with nature, and on this basis - a sense of kindness, humanism, and respect for all living things.

Chapter I. Theoretical substantiation of the problem of using game situations in the environmental education of preschool children.

1.1 Consideration of the problem of environmental education of preschool children in psychological and pedagogical literature.
The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed similar to the processes of nature. He developed this idea in his work “The Great Didactics”. Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man is subject to the same general laws of nature. Jan Amos Comenius derived the laws of training and education based on the laws of nature. The book notes that a person's greatest benefit from education occurs at an early age. It is at an early age that it is easier for him to instill some useful ideas and correct shortcomings. And this is proven by the principle of conformity to nature. All born beings are such that they learn more and more easily at an early age. As we see, Jan Amos Komensky noticed the very essence of the question of the relationship between nature and man. Already in those days, the teacher derived the most important ecological position about the connection between man and nature, about their inseparability from each other.
The pedagogical value of strengthening the humane feelings of a child through the means of nature was emphasized by such great teachers as J. -J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Diesterwerg (1832). For the first time, the Swiss democratic educator A. Humboldt, and then the French educator and philosopher J.-J. Rousseau and other teachers spoke about instilling in children a “sense of nature” as a sense of its ennobling influence on a person.
The great Russian teacher K.D. did not remain aloof from environmental issues. Ushinsky (1861, 1864). Ushinsky noted that the logic of nature is the most accessible and most useful for students. And the logic of nature, as we know, consists in the interconnection and interaction of the components that make up nature. L.N. Tolstoy considered the self-developing nature of a child to be perfect; in the natural environment he saw ideal conditions for the manifestation of human nature, and saw in the natural labor cycle of human interaction with nature the ideal way of life.
Outstanding Soviet teachers A.S. Makarenko, S.T. Shatsky, V.A. Sukhomlinsky did not imagine organizing a healthy and expedient pedagogical process outside of nature, outside of moral and aesthetic relationships with it. V.A. Sukhomlinsky understood that knowledge and skills by themselves do not educate. When the traditional consumer attitude towards nature changes, beliefs change, the student’s activities are built in constant communication with nature and work to harmonize the disturbed biosphere. Man is a part of nature: he cannot live outside of it, cannot violate the laws by which the world around him exists. Only by learning to live in complete harmony with nature can we better understand its secrets and preserve the most amazing creation of nature - life on earth. The tasks of environmental education are the tasks of creating and implementing an educational model in which the manifestations of the principles of environmental culture are obvious in children preparing to enter school.
Environmental education is one of the main aspects of moral education. After all, nurturing a child’s careful and caring attitude toward nature develops in him those moral norms that will later become the motive and motivator of his behavior. The problem of the relationship between man and nature has been most studied by V.I. Myasnitsevich. His works reveal the dependencies that exist between the way a person behaves in relation to the world around him, coming into contact with it, and the experience that a person accumulates in understanding the world.
Kindergarten is one of the first links where the foundations of environmental culture are laid. The outstanding teacher V.A. left us a great legacy in the field of educating children in the environment. Sukhomlinsky. In his opinion, nature underlies children's thinking, feelings and creativity. The famous teacher closely connected the attitude of children to objects of nature with the fact that nature is our native land, the land that raised us and feeds us, the land transformed by our labor
1.2 Game as a method of environmental education
Play, the most important activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children’s games in the following way: “Play is important in a child’s life, it has the same importance as the activity of work and service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the education of a future leader occurs, first of all, in play.
Teachers and psychologists pay great attention to gaming activities, because they perform a number of important functions in the development of a person’s personality.
Play, as an independent children's activity, is formed during the upbringing and education of a child; it contributes to their mastering the experience of human activity. Play, as a form of organizing a child’s life, is important because it serves the development of the child’s psyche and personality.
A child’s play activity is always generalized because the motive is not a reflection of some specific phenomenon, but of the action itself, as a personal relationship.
The game is an alternative to reality, used to correct the child’s condition and behavior. But still, the main function of the game is developmental: it increases intelligence, promotes the sensory perception of the world and the emotional well-being of the child.
The game develops and pleases the child, makes him happy. In the game, the child makes his first discoveries and experiences moments of inspiration. The game develops his imagination, fantasy, and, consequently, creates the ground for the formation of an initiative, inquisitive personality.
Play, among all other activities, is of paramount importance in preschool childhood.
Environmental education of children of the fifth year of life must be built on a play basis - with greater inclusion of different types of games in the pedagogical process.
There are different types of games typical for children. These are outdoor games (games with rules), didactic games, dramatization games, constructive games. Creative or role-playing games are of particular importance for the development of children aged 2 to 7 years. They are characterized by the following features:
The game is a form of active reflection by the child of the people around him.
A distinctive feature of the game is the very method that the child uses in this activity. Play is carried out through complex actions, rather than individual movements (as, for example, in labor, writing, drawing).
The game, like any other human activity, has a social character, so it changes with changes in the historical conditions of people's lives.
Play is a form of creative reflection of reality by a child. While playing, children bring a lot of their own inventions, imaginations, and combinations into their games.
- Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of a child’s cognitive and moral abilities and strengths.
- In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.
It is very important that educators use elements of role-playing games as much as possible: an imaginary situation, role-playing actions and dialogues, simple plots in which some toys are played out. In preschoolers' independent play, these elements are interconnected in a single game process. Researchers have proven that at the first stage of children's play activity, the necessary knowledge about the surrounding reality should be formed. The teacher teaches them to carry out play actions with objects, build role-playing relationships, and develop the storyline of the game.
The use of role-playing games in the environmental education of children is based on a number of theoretical positions expressed by famous researchers, teachers and psychologists. Thus, according to A.V. Zaporozhets, play is an emotional activity, and emotions influence not only the level of intellectual development, but also the child’s mental activity and his creative capabilities. The inclusion of elements of role-playing play in the process of forming children's ideas about nature creates an emotional background, thanks to which preschoolers will quickly learn new material.
It is known how multifaceted the game is; it teaches, develops, educates, socializes, entertains and provides relaxation. But historically, one of its first tasks is training. There is no doubt that the game, almost from the first moments of its emergence, acts as a form of education, as a primary school for reproducing real practical situations in order to master them, in order to develop the necessary human traits, qualities, skills and habits, and develop abilities.
Game learning has the same features as games:
free developing activity, undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the process of activity itself;
creative, improvisational, active in nature activity;
emotionally intense, elevated, adversarial, competitive activity;
activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;
an activity that is imitative in nature, in which the professional or social environment of a person’s life is simulated.
an activity isolated by place of action and duration, within the framework of space and time.
The most important properties of the game include the fact that in the game children act as they would act in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.
Play situations play a huge role in instilling in children a consciously correct attitude towards nature.
1.3 Game situations as one of the leading methods of environmental education for preschool children.
The starting point for instilling a caring attitude towards nature in preschoolers is a system of specific knowledge that reflects the leading patterns of living nature: the diversity of species, their adaptability to the environment, changes in the process of growth and development, life in communities. The possibility of preschool children mastering such knowledge has been proven by numerous domestic studies (pedagogical and psychological). The specificity of the knowledge system is its construction on specific, limited in volume material that is accessible to children’s observation and cognition through visual-figurative thinking. These provisions are criteria for creating a developing ecological environment in preschool educational institutions.
In joint activities, in all its forms, the greatest importance is the teacher’s attitude to the object of the activity, which is manifested in his interested story, experiences, assessments, explanations and correct actions. An adult, by his behavior, creates a model of interaction with nature, a caring attitude towards it, demonstrates the necessity and significance of everything that happens in front of children. Joint activities of adults and preschoolers can be carried out in any “ecological space” in the premises and area of the kindergarten.
The main method of environmental education of children is the observation method. Observation is a method of sensory knowledge of nature. Provides direct contact with nature, living objects, and the environment.
Another important method of environmental education for children is play, which we will take as the basis for developing a caring attitude towards nature. In the life of preschool children, play is a leading activity. Play is a unique way of learning social experience, characteristic of preschool age. Play is an activity in its own right for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here” and “now”, achieve a state of complete emotional comfort, and become involved in a children's society built on free communication of equals.
N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.” The same idea is expressed by A.M. Bitter; “Play is the way for children to understand the world in which they live and which they are called upon to change.”
Thus, play is an emotional activity: a child playing is in a good mood, active and friendly.
Practical teachers have developed the principles, content and methods of environmental education of children, which make it possible to increase the learning effect of education, which is essentially a didactic game.
The use of didactic games as a means of developing preschool children goes back a long way. Thus, the tradition of the widespread use of didactic games for the purpose of educating and teaching children, established in the folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers of the past F. Frebel, M. Mantessori, E.I. Tikheyeva, A.I. Sorokina, etc. Essentially, in every pedagogical system of preschool education, didactic games occupy a special place.
In Soviet pedagogy, a system of didactic games was created in the 60s; its authors are famous teachers and psychologists: L.A., Wenger, A.L. Usova, V.N. Avanesova and others.
Nowadays, as in the past, great importance is attached to didactic games. There is its obvious effective impact on the intellect, on the formation of the ecological culture of the growing child, which is confirmed by the experience of many years of practice working with children not only in the work of famous teachers, but also in the work of educators in general.
Thus, a didactic game promotes:
development of cognitive abilities; obtaining new knowledge, generalizing it and consolidating it; in the process of playing, they acquire socially developed means and methods of mental activity; in the process of didactic games, many complex phenomena (including natural phenomena) are divided into simple ones and vice versa, individual ones are generalized; consequently, analytical and synthetic activities are carried out; Some didactic games do not seem to introduce anything new into children’s knowledge, but they are of great benefit in that they teach children to apply existing knowledge in new conditions. In the process of such games, children clarify, consolidate, and expand their existing ideas about objects and natural phenomena, plants, and animals. At the same time, games contribute to the development of memory, attention, and observation; give children the opportunity to operate with the objects of nature themselves, compare them, and note changes in individual external signs.
- enriching the child’s sensory experience, evoke a certain emotional attitude towards nature, while developing his mental abilities (the ability to compare, enrich, isolate individual characteristics of objects, phenomena, compare them, group, classify objects and phenomena of the surrounding world according to certain general characteristics, features, express your opinions, make conclusions).
social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude to partnership, learns to be fair, to give in if necessary, to help in trouble, learns to sympathize and etc.
The effectiveness of introducing children to nature largely depends on their emotional attitude towards the teacher who teaches, gives tasks - game (problem) situations, practical interaction with plants and animals. Therefore, the first point, which combines two aspects of pedagogy (play and familiarization with nature), is to “immerse” children in their favorite activity and create a favorable emotional background for the perception of “natural” content. The second significant point is related to the development of children’s attitude towards nature, which, within the framework of environmental education, is the end result.
The correct choice of pedagogical technologies to accompany the process of children’s appropriation of the ecological subculture of childhood is of great importance. As experience shows, neither slogans nor the best books and films are sufficient for the formation of active environmental consciousness. It is formed in the process of activity. Today, priority should be given to the technology of environmental education, in which a person acts as a subject of environmental relations. Therefore, we decided that we would revive the heroes of environmental games by creating game situations to develop children’s caring attitude towards nature and the world around them.
In my work in the classroom and in joint activities, I use many means of environmental education (moving, creative, role-playing games, etc.; I conduct targeted observations and heuristic conversations with children, create search situations, conduct experimental experiments and research with them with elements of a problem situation; we solve entertaining and creative tasks, etc.), but I believe that the most effective means of developing children’s ecological culture is didactic games.
Conclusion on the first chapter
Preschool childhood is a very short period in a person’s life, only the first six to seven years, but they are of lasting importance. During this period, development is more rapid and rapid than ever.
Thus, during the period of preschool childhood, the formation and development of the ecological culture of children occurs, and provided that this subculture is formed qualitatively at the present moment, the child will love, appreciate and take care of the surrounding nature all his life, passing on his knowledge and skills to the next generations.
The main activity of preschool children is play, during which the child’s spiritual and physical strength develops; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. The essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality.
A special place is occupied by the type of game as didactic, which is a verbose, complex, pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of teaching children, and an independent play activity, and a means of comprehensive education of the child. In didactic games, not only educational knowledge, skills and abilities are acquired, but all mental processes of children, their emotional-volitional sphere, abilities and abilities are also developed. This game helps make learning material fun and create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, since gaming activities are familiar to the child, and the positive emotions caused by the game facilitate the learning process.

“Environmental education of preschool children through play activities”

Prepared by teacher: V.A. Anisakharova

The multifaceted world of nature arouses interest and surprise in preschoolers.“Sincere amazement at the revealed secret of nature,” notes Sukhomlinsky, “is a powerful impetus for the rapid flow of thought. A child’s inquisitiveness and curiosity are manifested in cognitive questions that help him navigate the world around him and discover existing connections and dependencies. Therefore, educators, directing the activities of children, must stimulate their cognitive activity, the emergence of questions, the desire to find answers to them, try to strengthen and deepen their interest in nature and its knowledge. At the same time, they teach children to correctly name objects, natural phenomena, their properties, qualities, and develop the ability to express their impressions in words.”

Today, environmental education in the world is considered a priority in the education and upbringing of preschool children. Planet Earth is our common home, every person living in it must treat it with care and respect, preserving all its values and wealth.

At this time, a positive attitude towards nature, towards the “man-made world”, towards oneself and the people around them is formed.

Preschool childhood is an age period when the foundations of a child’s worldview are actively formed: his attitude towards himself, other people, and the world around him.

Just in preschool age, when a child first becomes acquainted with the world of nature, the richness and diversity of its colors and forms, it is necessary to form the first ideas about ecology, cultivate a caring attitude and love for the living world around us, of which we are a part. It is at an early age that the first ideas and guidelines in the natural world are laid.

Without a system of continuous environmental education, environmental problems cannot be solved. Children should know that plants and animals are living beings, they breathe, drink water, grow, and most importantly, feel pain.

Education will not become ecological if children do not understand at a young age: houseplants need water; for the bird - seeds, water; animals - food and water; and crumbs of bread for the sparrows and tits in winter.

The correct attitude towards living beings is the final result and it is brought up in joint activities and games with adults. If a child does not know anything about what is happening outside his apartment and kindergarten, he cannot have any relationship with this world.

During preschool childhood, children undergo intensive social development, which occurs through their interaction with others, adults and peers. To preserve himself, man must preserve nature, but in order to be able to do this, he must develop himself. What a person is, such is his activity, such is the world he creates. Therefore, environmental education should be aimed at creating a more perfect person, capable of living in harmony with his environment. It is necessary to instill in a child from an early age that loving nature means doing good, making him think about it. What can be done. So that our Home becomes more beautiful and richer.

Environmental education is a new direction that differs from the traditional one - introducing children to nature. Currently, one of the priority pedagogical problems is the formation of an environmental culture in children, and this is only possible if the idea of continuous environmental education and upbringing is implemented, which can be ensured by the creation of a certain system.

Play is undoubtedly the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. The game is based on the perception of the presented rules, thereby orienting the child to adhere to certain rules of adult life. Play attracts a child more than any other activity. It develops the emotional sphere directly related to relationships. Consequently, the situation experienced in the game becomes the child’s own emotional experience. The game has a developmental effect on the child. In addition, in the game, children learn to build relationships with peers, obey established rules, and learn necessary behavior.

By playing with plants and animals, preschoolers learn to recognize the mood of a living creature, its uniqueness, and they practice skills of behavior and communication with them. The preschooler does not notice that he is learning, because here he is solving his own game problem, and not the educational task assigned by an adult. It is best for children to gain and master various knowledge through play activities. The game helps to develop a positive attitude towards the natural environment, children show empathy, help everyone in need of help, take care of the flora and fauna, perceive the beauty of nature, learn to preserve and take care of what surrounds them.

Ecological games can be divided into several types:

1. Role-playing environmental games (creative games) .

They are based on modeling the social content of environmental activities, for example, “Construction of the city of the future” (its participants play the roles of builders, architects, city residents; the goal of the game is to form the idea that, subject to compliance with environmental norms and rules, construction must be carried out without violating balance of the natural area).

I hold conversations on this topic in advance, drawing attention to the fact that the city must be environmentally friendly, beautiful, so that one would like to live in it. Then we look at albums, magazines, paintings, illustrations. We make cards - diagrams, work from drawings, analyze buildings, look for solutions.

The vivid impressions a child receives during a visit to the zoo are likely to be transformed into play. He will begin to build cages for animals and birds from cubes, bricks or other materials, and populate them with toy animals. Seeing how the baby is passionate about the game, the adult supports it with new play actions. By car (or by plane, train, ship) a new batch of new animals arrives at the zoo, for example, African elephants, monkeys, crocodiles (animals not yet involved in the game). The adult, taking on the role of the driver who delivered the animals, asks the child - “the director of the “zoo” to accept the cargo, sign the receipt and arrange the animals better (in spacious and bright cages, since they had been traveling for a long time in cramped conditions and were tired. Such inclusion in the game will take a little time for an adult, but will give the child an impetus for the development of the plot. Now he himself will bring new animals and arrange them in the zoo. Where will the crocodile live? How much water should be built? What kind of cage should the elephant be placed in? What kind of vegetation should be near the fenced area of the zoo? let them out for a walk? How should you keep the cages clean? What materials should the cages be made of? What should be in the cage? (stumps, branches, nests, straw, etc.). Next, bring the children to the one who will bring food and feed. What should the food be like? (meat, fish, grain, water, vitamins). Then ask the children where food should be stored. Children have a new storyline; they need to be fed properly and their lives taken care of. Children not only gain knowledge about the life of animals, their appearance, their habitat, but also learn to look after them and take care of them. They build beautiful, large, comfortable cages, feed them, and wash the cages. They distribute responsibilities, supervise each other’s work (director, watchman, driver, etc.).

Also, children can first draw up drawings for the construction of a swimming pool or park, in which they build a fountain, a swing, “plant” vegetation, and so on.

Taking on a role in the game, the child needs to be able to respond appropriately to the actions and speech of visitors of different roles, related in meaning to his role. In the process of observing others, it is necessary to provide for different situations that involve different interactions between people and nature.

By introducing children to animals that live near people, give the child the opportunity to take an active part in caring for the animals (feed, clean the cage, involve in creating conditions for them to protect from the cold.

To make it interesting for children to play, it is necessary to create the necessary situations, for example, “The chicken got lost.” Children find a small, yellow chicken (a toy who cries and says that he is lost. The children find out how he got lost. Who is his mother, help him cross the road, feed him or offer to live with them and create the necessary conditions for him. By along the way, you can sing songs, read nursery rhymes or poems.

2. Simulation environmental games.

These games are based on modeling environmental activities.

Thus, the game “Ecosystem of a Reservoir” allows you to trace the role of each component of this system, model the consequences of anthropogenic impact on biocenoses, and the game “Ecological Pyramid” helps to show food chains (the child clearly sees that the violation of one link in the food chain leads to the death of the rest).

For example, fish. The rivers and seas will dry up and the fish will die. If there is no light, heat, water, plants and animals will die. If there are no insects, then the birds will die, and so on.

3. Competitive environmental games.

Such games stimulate the activity of their participants in acquiring and demonstrating biological knowledge, skills and abilities. These include: competition - auction, competition - marathon, KVN, environmental quiz, “Field of Miracles” and so on.

These are games in which children demonstrate their knowledge. They think logically and make decisions quickly. They also perform practical activities.

4. Games - travel.

These games are widely used in practice, in which children, with the help of TSO, get to the North Pole, to the bottom of the ocean or sea, to the solar planet. These games also contribute to expanding knowledge about the world, correctly relating to objects in the environment and the desire to learn more. Promote environmental education: do not pollute the air, seas and oceans, protect animals and create natural conditions for them in their habitat.

5. Didactic games.

These games are of a varied nature: speech games, educational games, mathematical ones. For example, “Who lives where? " Children must correctly identify the location of animals and birds based on their habitat and provide arguments to support their answer. The fox lives in the forest, she digs a hole for herself, she does not hibernate, because she changes her coat (the fur becomes warmer and thicker, she gets food herself, she is a forest orderly (destroys mice, sick animals).

Children also classify birds, animals, flowers, and plants according to a given characteristic. Various board - printed and educational games allow you not only to recognize by external features, but also to get acquainted with the habitat; children learn to relate correctly to the natural environment.

6. Games with natural materials.

Children really like games that are directly related to nature. They prepare the material themselves, without harming nature, and learn to apply it in practice. Children also love to play with sand and water; they determine the properties and qualities of the material and conduct experiments.

In the process of play activities, children develop the ability to recognize themselves as part of the world, a system of children’s understanding of phenomena and objects of inanimate nature as factors of environmental well-being is formed and deepened, environmental knowledge is generalized, the foundations of planetary environmental consciousness are formed, the concept is given that we live on planet Earth and we are the masters. All people, no matter what nationality they are, no matter what country they live in, have one concern - to preserve our planet for future life.

At the stage of preschool childhood, an initial sense of the world around us develops: the child receives emotional impressions of nature and accumulates ideas about different forms of life. Thus, already during this period the fundamental principles of ecological thinking, consciousness, and ecological culture are formed. But only under one condition - if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and are concerned about them, show the little person the beautiful world of nature, and help establish relationships with him.

Consultation for educators

Game activities in environmental education of preschool children

Compiled by O.V. Shishkina, teacher
MBDOU combined type No. 54
"Iskorka" Naberezhnye Chelny

Games must be selected taking into account the patterns of children’s development and the tasks of environmental education that are solved at this age stage.

The game should give the child the opportunity to put into practice already acquired environmental knowledge and stimulate him to learn new ones.

Game actions must be carried out in accordance with the rules and norms of behavior in nature.

Classification of games.

Various principles can be used to classify environmental games:

According to specific characteristics;

By thematic distribution of content;

According to the form of organization and the extent of regulation;

According to the direction of action.

According to specific characteristics distinguish between creative games and games with rules. They, in turn, are divided into subgroups:

Creative games:

Role-playing;

Theatrical;

Construction.

Games with rules:

Didactic;

Movable.

By thematic distribution of content there is the following classification:

Games on the theme “Wildlife”;

Games on the theme “Inanimate Nature”.

By form of organization and measure of regulation highlight:

Independent play activities of the child;

Joint gaming activities with the teacher (under the guidance of an adult).

By direction of action are divided into:

Sensorimotor;

Subject;

Transformation games (imitation);

Social;

Competitive.

Games with rules - active, plot-driven, didactic - are of great developmental importance for preschoolers. (desktop-printed, verbal, etc.). The central link of such games is the rules; they are the main factor in the developmental impact on children. The rules encourage the child to be active: to focus his attention on the game task, to quickly respond to the game situation, and to obey the circumstances.

Based on the nature of the material used, didactic games can be divided into games with objects, board-printed games and word games.

Subject games are games with folk educational toys and various natural materials. (leaves, seeds). These games contribute to the development of the child’s sensory skills, the formation of ideas about various sensory qualities (color, size, etc.). Board and printed games are aimed at clarifying ideas about the environment, systematizing knowledge, developing memory and thought processes. Printed board games include lotto, dominoes, cut-out pictures, folding cubes, etc. Verbal games develop attention, intelligence, speed of reaction, and coherent speech.

To increase the interest of the children in my group in the didactic game and natural objects, I introduce an element of competition or a problem situation.

In order to support the desire of preschoolers to reflect the environmental concepts and gaming skills acquired in didactic games in independent play activities, in the group in separate corners I placed material for children to organize games with environmental content (tablets depicting natural areas, pictures depicting plants, animals, herbariums, etc.). Thus, the growing interest of preschool children in nature is satisfied, and previously acquired ideas are concretized.

In developing children’s emotional and interested attitude towards nature, I use not only didactic and role-playing games, but also all other types of games.

A large group of games with rules consists of outdoor and outdoor-didactic games. They are based on a variety of movements - walking, running, jumping, climbing, throwing, etc.

Games of riddle-descriptions are very interesting for children - in them they practice their ability to identify the characteristic features of an object, name them in words, and develop attention.

In building and constructive games, I teach how to replace some objects with others: buildings are built from specially created building materials and constructors, or from natural materials - sand, snow.

In didactic games we often use natural objects (vegetables, fruits, flowers, stones, seeds, dry fruits), pictures of plants and animals, board games and all kinds of toys. Didactic games with natural material or images of it are the main way of sensory education and the development of cognitive activity. We play games during classes, excursions, and walks at specially designated times.

The games I use in my classes help children learn the qualities of objects and clarify ideas gained through observation in nature.

During the didactic game with plants, I set a goal for myself: to cultivate a caring attitude towards them.

Educational natural history proverbs, sayings, finger games, physical education exercises and games.

Proverbs and sayings about the seasons.

Winter.

If the frost is not great, your nose turns red.

In winter, the sun is like a stepmother: it shines, but does not warm.

If it blows snow, bread will arrive.

Take care of your nose in the extreme cold.

The frost is not great, but it is not good to stand.

Snow is like a warm cover for the earth-nurse.

Spring.

Spring is rich in water.

He who is happy to work in the spring will be rich in the fall.

A spring day feeds all year round.

If you sow just right, you will reap a mountain of grains.

Spring is red with flowers, and autumn is red with pies.

Spring and autumn – there are eight weather conditions per day.

Summer.

Summer is bad when there is no sun.

Harvest time is precious: there is no peace for anyone here.

Summer gathers and winter eats.

The colorful June has arrived – there’s no end to work.

Whatever you collect in August, you will spend the winter with.

Autumn.

In autumn bad weather there are seven weather conditions outside.

Spring is red and hungry, autumn is rainy and satisfying.

I missed the autumn day and lost the harvest.

Autumn time - a bird from the yard.

Thunder in September – warm autumn.

October thunder - for a snow-white winter.

Late leaf fall means a harsh, long winter.

When the goose flies away, snow falls.

Proverbs about the forest:

The plant is a decoration of the earth.

Groves and forests are the beauty of the whole world.

Walk through the forest - watch your step.

The forest is not a school, but it teaches everyone.

Forest and water are brother and sister.

Don’t destroy a lot of forest,

There are few forests - take care,

If there is no forest, plant it.

And the forest makes more noise when there are a lot of trees.

The enemy of nature is the one who does not protect the forest.

Proverbs about nature :

Protect birds and animals and always help them!

Whoever destroys nature does not love his people.

He who knows how to be kind will be able to protect and love nature.

Finger games:

"Let's plant flowers"

We will dig a hole and plant a seed.

It will rain, it will grow.

First the stem, and then the flower.

Our red flowers are spreading their petals.

The breeze breathes slightly, the petals sway.

Our red flowers cover their petals,

They shake their heads and quietly fall asleep.

"Plant"

Lots of different plants everywhere:

Near the river, on the pond, in the meadow and in the garden.

In the spring morning they open their petals.

Beauty and nutrition to all petals

Together they give roots underground.

Physical education minutes:

"Walk in the Woods"

Children walked through the forest

Nature was observed

We looked up at the sun,

And their rays warmed them.

Butterflies were flying

They flapped their wings.

A bee landed on my nose.

Look down friends.

We raised the leaves

They picked berries into their palm.

We had a good walk!

And a little tired.

"Frogs"

There are two girlfriends in the swamp,

Two green frogs.

In the morning we washed ourselves early,

Rubbed with a towel,

They stomped their paws,

Leaned to the right, to the left

And they returned back.

That's the secret of health.

Hello to all my friends!

Forest rules.

If you came to the forest for a walk, to breathe fresh air,

Run, jump and play, just don’t forget

That you can’t make noise in the forest, even sing very loudly.

The little animals will get scared and run away from the forest edge.

Don't break oak branches. Never forget

Remove trash from the grass. There is no need to pick flowers in vain.

Don't shoot with a slingshot: people come to the forest to relax.

Let the butterflies fly, who are they bothering?

There is no need to catch everyone, stomp, clap, or hit everyone with a stick.

Nature games.

"Flies, swims, runs"

"I know" (ball game)

Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know 5 names of animals” and lists (for example: elk, fox, wolf, hare, deer) and returns the ball to the teacher. The teacher throws the ball to the second child and says: “Birds.” The child catches and names 5 birds, etc.

"Air, earth, water" (ball game)

"Chain"

"Choose what you need"

"What it is?"

"In my garden"

Children call in a circle vegetables that can grow in the garden in the garden. (tomato, cucumber, eggplant, carrot, etc.).

"Protect nature"

On the table there are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: we remove a bird - what will happen to the rest of the animals, to humans, to plants, etc.

“Education of ecological culture of preschool children through play activities”

“The world surrounding a child is, first of all, the world of Nature with an endless wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of children’s intelligence.” V. A. Sukhomlinsky.

Human interaction with nature is an extremely pressing problem of our time. Every year its sound becomes stronger; too much damage has been done to living nature.

Ecology is the science of the relationships of plant and animal organisms with each other and with the environment. The theoretical foundations of environmental education of preschool children, presented in various psychological and pedagogical studies (I.A. Khaidurova, P.G. Samorukova, S.N. Nikolaeva, N.A. Ryzhova, A.V. Staroverova, etc.) indicate the need to use the preschool period for a consciously correct attitude of children towards nature, mastering basic natural history knowledge about living and inanimate nature, nurturing an elementary sense of responsibility for all living things and practical activities in nature, which is an indicator of the degree of ecological culture of children.

Nature is our land, the land that raises and feeds us. Love for nature is a great feeling. It helps a person become kinder, fairer, more generous, more honest, and more responsible. In order for a child to learn to understand nature, to understand its beauty, to read its language, to protect its wealth, it is necessary to form an ecological orientation of the individual from preschool childhood, since during this period the foundation is laid for a conscious relationship with the surrounding reality, vivid emotional impressions are accumulated that remain in the person’s memory for a long time. all life. By mastering environmental knowledge, a child learns about the inextricable connection between a living organism and the external environment, learns to lead a healthy lifestyle, and also develops an aesthetic perception of nature and the ethics of human interaction with the world.

Environmental education is integrative in nature and promotes the development of thinking, creativity, speech, erudition, emotional sphere, moral education - the formation of personality. And environmental knowledge becomes the basis of environmental education, which is closely connected with the development of the child’s emotions, the ability to sympathize, be surprised, empathize, take care of living organisms, perceive them as brothers in nature, and be able to see the beauty of the world around them.

(and a single flower, a drop of dew, a small spider), with the ability to understand that human health depends on the state of the environment. Ecological culture is a value-based attitude towards nature, which is based on basic natural history knowledge and determines the motives for the actions and behavior of children and adults in nature.

S.N. Nikolaeva believes that the formation of the principles of ecological culture is “the formation of a consciously correct attitude towards nature in all its diversity, towards the people who protect and create it on the basis of its wealth, material and spiritual values.”

Environmental education of preschool children involves:

Fostering a humane attitude towards nature;

Formation of a system of environmental knowledge and ideas;

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

Participation of children in activities feasible for them to care for, protect and protect nature. (1-slide)

At preschool age, the child begins to distinguish himself from the environment, develops an emotional and value-based attitude towards the environment, and the foundations of the moral and ecological positions of the individual are formed, which are manifested in the child’s interactions with nature and his behavior in nature. Thanks to this, it becomes possible to develop environmental knowledge in children, norms and rules for interacting with nature, developing empathy for it, being active in developing children’s environmental culture and literacy, and the ability to live in harmony with nature. It is important to make this process interesting and exciting for children; teach and educate - playing in an entertaining way, which is achieved through certain game actions.

A.M. Gorky wrote: “Game is the way for children to understand the world in which they live and which they are called upon to change.”

Knowledge about ecology acquired by children through play activities influences the acquisition, clarification and consolidation of knowledge about nature and the environment, and also contributes to the formation of a careful and attentive attitude towards objects of “living” and “inanimate” nature. It is through play that children develop moral skills for behavior in nature. Environmental games are used to develop children's environmental culture.

Ecological games are a form of environmental education and upbringing of ecological culture, based on the development of children's play activities, stimulating a high level of motivation and interest in nature. (2-slide)

Ecological games can be included in all routine moments based on the age group for the development of the child’s personality and his environmental consciousness, clarifying and consolidating knowledge about living and inanimate nature.

When playing with children, it is necessary to form initial systems of value orientations, the perception of oneself as a part of nature, the relationship between man and nature. Develop children's ability to understand the natural world. To teach basic norms of behavior in nature, to develop skills in rational environmental management in everyday life. Foster a humane attitude towards living organisms. (3-slide)

To do this, the teacher himself must master the methods of environmental education, be a bearer of ecological culture, he must be able to live in harmony with nature, because children are observant and attentive to the words and actions of an adult and imitate them.

A game as a method of environmental education is a game specially organized by the teacher and introduced into the process of learning about nature and interacting with it.

When selecting environmental games, the following requirements must be observed: (slide No. 4)

a) games must be selected taking into account the patterns of children’s development and the tasks of environmental education that are solved at a given age stage;

b) the game should give the child the opportunity to put into practice already acquired environmental knowledge and stimulate him to learn new ones;

c) the content of the game should not contradict environmental knowledge formed in the process of other activities;

d) game actions must be carried out in accordance with the rules and norms of behavior in nature;

e) in games it is necessary to solve not only the problems of environmental education, but they must also ensure the solution of general problems of the upbringing and development of a preschool child;

f) it is necessary to trace the internal connection of each game with previous and subsequent games in order to predict a new step forward in the development of children.

Classification of games.

1. According to specific characteristics, creative games and games with rules are distinguished. They, in turn, are divided into subgroups:

Games with rules:

didactic; desktop-printed; movable; verbal.

Creative games:

plot - role-playing; theatrical; construction (slide5)

2.According to the thematic distribution of content, the games are divided into the following topics: “Living Nature” and “Inanimate Nature”.

3. According to the form of organization, the following are distinguished:

Independent play activities of the child;

Play activities together with the teacher (under the guidance of an adult).

4.According to the direction of actions they are divided into: -sensory-motor; -objective;

Games with transformation (imitation); - social; - competitive.

In order for the game to become exciting, accessible and exciting, it is necessary to take into account didactic principles: - accessibility, repeatability and gradual execution of actions. (slide number 6)

Children love to play, so they happily respond to an adult’s offer to play. And while playing, under the skillful guidance of an adult, the child develops environmental knowledge and culture. The most extensive group consists of didactic games: their essence lies in the fact that children solve mental problems presented to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. Didactic games are an effective means of environmental education, which makes it possible to assimilate environmental ideas, awaken interest in nature and develop a value attitude towards it, form motives and practical skills for a culture of behavior in nature (slide No. 7)

Didactic games are games with rules, and according to the nature of the material used, they are divided into subject, board - printed and verbal

To carry them out, it is necessary to use various methods and techniques:

Gaming (surprise moments, riddles, counting rhymes, elements of competition);

Verbal (conversation to clarify knowledge, explanation of rules, analysis of activities, etc.);

Visual (toys, pictures, illustrations, objects of natural materials, animal hats, display of game actions). (slide number 8)

The task of younger children is to lay the first guidelines in the natural world, in the world of plants and animals as living beings, to provide an understanding of the initial connections in nature, an understanding of one or two conditions for their life. So, kids can be offered games and assignments. Kids love to perform actions with objects. For example: Little Bear loves turnips, he needs to collect them in his basket, and Bunny needs to collect carrots. In the game, kids consolidate the names of vegetables, the ability to distinguish them and give sensory characteristics, to know natural phenomena in the games “Blow on a Snowflake”, “Sing a Wind Song”; names of trees - in the games “Which tree is the leaf from?”, “One, two, three - run to the tree.”

The leading activities in the environmental education of younger preschoolers are repeated sensory examination of objects. objects of nature and practical manipulation with them. In younger and middle groups, object games using various natural objects are widely used: leaves, seeds, flowers, fruits, vegetables, etc. In object games, ideas about the properties and qualities of objects are clarified, specified and enriched. They enable children to operate with objects of nature, compare them, note changes in individual external signs, where children need to be given simple tasks - games: “Find a flower (leaf) of the same color,” “Bring a yellow leaf (vegetable, fruit),” Find a pair”, “Wonderful bag”; With the help of a fairy-tale hero, you can play the following games: “Autumn or Winter Forest”, “Little Bear’s House”. The teacher plays the game together with the children, tells one rule along the way and immediately implements it; when playing again, he clarifies or supplements the rules of the game and tries in the future to let the children play on their own, but he leads from the outside, directing the game. In younger groups, pictures depicting flowers, vegetables, and fruits are most often selected. Tasks-games and didactic games contribute to the formation of sensory skills, develop observation and memory. In environmental didactic games, children clarify and expand their ideas about nature, plants, animals and ecology in general. Each game has rules, a game plan, which determine the character and method of action and organize the relationship of children in the game.

In older preschool age, it is necessary to use games that contain the opportunity to gain knowledge during the game, in solving problems posed by the game. The knowledge gained in games becomes an incentive to explore natural

phenomena and processes: children will look closely at nature with great interest and attention.

For example, in d/i: “Who lives where?” It is proposed to provide knowledge that the distribution of living organisms in certain territories is not accidental, but natural, and is determined by the presence of necessary conditions and the absence of unacceptable conditions for them. Children, distributing animals into certain natural areas, practice the appearance of voluntary attention, and consolidate knowledge about the habitat of living organisms. The most relevant games are: “Domestic and wild animals”, “What grows in the field?” (in the garden, in the garden, in the forest”, “What plant is missing?”, “Children on a branch”, “When does this happen? " "Seasons", "Take care of nature", "Ecological basket of Aibolit", "Tops and roots", "Whose children are on the branch", "Confusion", "Find a tree or bush according to the description", "Living chains", " Zoological canteen”, “Flower shop”, etc.

Managing didactic games, especially introducing children to new games at an older age, requires thoughtful work from the teacher in the process of preparing and conducting them. The teacher clearly and emotionally introduces the children to the content and rules of the game, plays with the children for the first time to consolidate their knowledge. Then he offers to play on his own. At the same time, at first he monitors the actions, and later acts as an arbiter in controversial situations. However, not all games require the active participation of the teacher. Often you can limit yourself to explaining the rules of the game before it starts, especially in the preparatory group, where children play independently and teach each other, monitor the correct execution of the rules of the game by their comrades and are able to not only name the phenomenon, but reveal in detail its cause, explain the sequence of development, and the time to think about a decision and answer is reduced.

The specificity of the didactics of these games involves gradual complication from group to group and implies their variability. Educational games of natural history and environmental content are used to clarify, consolidate, generalize and systematize environmental knowledge, which helps to see the integrity of the ecosystem, understand their role and adults in the ability to protect nature and live in harmony with it. Thus, in the younger group, acquaintance with wild and domestic animals occurs in didactic games, such as “Name who it is?”, “Draw an animal”, “Recognize by voice” and others; in the middle - in games like “Guess who lives where?”, “Help the animal”, “Big and small”, “Paired pictures”, etc.

In older preschool age, ideas about natural phenomena in inanimate and animate nature expand, and children establish relationships between them. Of course, children receive all this knowledge in classes, during observations, in conversations, and consolidate this knowledge in games.

Older children successfully cope with the following games: “Zoo”, “Logic chains”, “Come up with a riddle about an animal”, “Find out by smell”. “Which tree is the leaf from?”, “Find what I will describe”, “Journey to Africa”, “Spread animals across the Earth”, “Star Zoo”. Through such games, you can arouse children’s interest in plants and animals, reveal their properties, their essence - this is one of the ways to foster a kind and caring attitude towards them: do not pick flowers, do not harm birds, insects, etc. Often Children use their acquired knowledge in their independent games. For example, the children were playing “Family”, and it was as if they were walking in the park and saw a bird lying on the road; one of the girls stood up and began to feel sorry, and the other offered to take him to the doctor and treat the bird. By playing the game “Plants at different times of the year,” children will learn the relationship between plants and animals, and by playing the game “Birds” they will consolidate knowledge about migratory and wintering birds, which need to be fed in winter and built feeders. In preparatory groups, games with environmental content arise on the initiative of the children themselves.

A wide group consists of board and printed games, which make it possible to systematize children’s knowledge about plants, animals, and natural phenomena; develop the ability to reconstruct the image of an object using a word. The games are accompanied by words or pictures or a combination thereof. (Slide No. 9)

We can name the following games - for younger groups: “Kids”, “Vegetables and Fruits”, “Plants”, “Pick up leaves”; for older people there are games of lotto and dominoes: “Zoological Lotto”, “Botanical Lotto”, “Four Seasons”, “Berry and Fruit”; Puzzles, cut-out pictures, folding cubes depicting objects or scenes are popular.

To develop attention, it is advisable to use verbal games with children of senior preschool age, which intensively develop thinking: flexibility and dynamism of ideas, the ability to attract and use existing knowledge, the ability to compare and combine objects according to a variety of characteristics, develop attention, speed of reaction and develop memory and thinking and children's speech.

They are carried out with the aim of consolidating knowledge about the functions and actions of certain objects, generalizing and systematizing knowledge. (Slide No. 10)

They develop attention, intelligence, speed of reaction, coherent speech and form environmental knowledge and culture. These games can brighten up your leisure time, a walk in the rain, or forced waiting. For example, word games: “Who flies, runs, jumps.” "In water, air, on land." “Necessary - not necessary! ", "Fruit basket", "Tell me last", "Does this happen or not?", "Why does this happen?" and etc.

In older groups, in addition to classical didactic games, games are used - sentences, games - riddles, games - conversations, games - assignments. When selecting games with environmental content, it is necessary to think through the purpose and didactic task, determine the place and role of the game in the system of environmental education and upbringing, design the game and determine the degree of participation of the teacher and all children in it, think through the involvement of inactive children in the game. In the process of conducting these games, it is necessary to encourage the imagination and initiative of children, to note a positive attitude towards each other and towards the phenomena and events reflected in the game. Of great importance is the collective analysis of the game, where children, together with the teacher, evaluate the speed and quality of performing game actions with children, mutual assistance in the game, and perseverance in achieving the goal.

Games - sentences: (“what would happen...”). Children are given a task and a situation is created that requires comprehension of the subsequent action. For example: “What would happen if the water disappeared”, “What would you do if you saw a broken twig (a small kitten on the street, a chick falling out of the nest). This includes the game: “Finish the sentence.” The teacher says the beginning of the phrase, and the children come up with a continuation: “The squirrel stores food in the fall, because..., “In the spring, leaves grow on the trees, and in the winter...,” “Birds can fly, because...”, “Flowers dry up, because...” etc. These questions activate thinking, logic, develop environmental knowledge and cultivate an ecological culture of behavior in nature.

Games are riddles. It is based on testing knowledge and resourcefulness. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions. Kids love riddles about animals. The older ones like to compete, receive chips, forfeits, pictures for the correct answer. Games can be different: “What happens in winter?”, “What happens green?”, “Is the animal domestic or wild?” and etc.

Games - conversations. They are based on communication and interest. goodwill. The game activates emotional and mental processes.

It develops the ability to listen to questions and answers, focus on the content, supplement what is said, and make judgments. For example, when playing a game

conversation “What is nature”, you can offer to express your assumptions about what nature is, based on previously acquired knowledge (Example answers from children: these are trees, animals, the sun or nature is everything that breathes). Next, they find out why this or that object is an object of nature. Or in the game “Journey for Vitamins,” the idea of the health benefits of vegetables is clarified.

A wide group of environmental games also includes outdoor games, which contribute to an emotional perception of nature, to cultivate ecological culture in an entertaining form, which is achieved through certain game actions and is, as it were, the plots of the game.

In younger groups, the lessons are simple in content; they consolidate the first grains of knowledge that they gain through observations and didactic games. Children perform play exercises in the form of imitative movements and games in which the child reproduces familiar images of animals, birds, insects, and trees. flowers, snowflakes, etc. . . These are games like “The Mother Hen and the Chicks,” “The Mice and the Cat,” and “Shaggy Dog.” “Birds in nests”, “Horses”, “Mice and a cat”, “Who lives where?”. Outdoor games of a natural history nature are associated with imitation of the habits of animals, their way of life, some reflect the phenomena of inanimate nature. Thus, in the game: “Sun and Rain” - kids consolidate their knowledge of what rain is, what can get wet. Children, imitating actions and imitating sounds, acquire knowledge more deeply in these games, and an emotionally positive attitude helps to deepen their interest in nature.

The list of environmental outdoor games for different ages is extensive. In the game “Find Your Leaf,” older children learn the names of trees, which tree has which leaves, and develop speed and dexterity; in the game “Harvest”, they learn the classification of vegetables and fruits, and the game is played in the form of competitions, etc. Older children love to play outdoor games: “Birds of Migratory”, “Monkeys”, “Shepherd and Herd”, “Crucian Carp and Pike”, “Homeless Hare”, “Mousetrap”, “Fox in the Chicken Coop”, “Birds, Fishes, animals”, “I know”, etc. These games are more complicated and include several actions and knowledge about the world around us. When conducting outdoor nature games, children develop ecological culture skills, and they understand that they are a part of nature that must be protected. . It is necessary to use finger games of an ecological nature when working with children: “Flower”, “Roots”, “Sun”, “Wind”, “Snowflakes”, etc.

Preschool age is considered the classic age of play. During this period, a special type of children's play emerges and takes on its most developed form, namely creative games. In a story game, children reproduce events that occur in life or a literary work, so children need knowledge about work and the norms of behavior of people in nature.

In the role-playing game, children reflect our attitude to the world around us, to nature and consolidate the ability to behave with peers, with loved ones and with people around them, the norms of behavior in nature are consolidated and by trying on the roles of animals and plants, recreating their actions and states, the child imbues them with a sense of empathy, which contributes to the development of the child’s ecological

10-

ethics. There are two forms of role-playing games: independent and games organized by the teacher. In younger groups, a special place is occupied by plot-based didactic games, where children play certain roles. For example, the seller or buyer in the game “Shop (vegetables or fruits), images of the fairy tales “Ryaba Hen”, “Kolobok”, “Turnip” (for example, Grandfather grew a turnip and brought many more vegetables or fruits), etc. Raising the ecological culture of children in older groups, the main task of the teacher is to develop children's creative play imagination, the ability of children to take on various roles to embody in the game the work activities of adults in nature (this is a careful attitude towards the surrounding nature) and the variety of phenomena in nature (rain, snowfall, storm at sea, strong winds, etc.), the ability to save animals, fish, dolphins, birds. Thus, in the game “An Incident in the Forest”, children understand the need to follow the rules of behavior in the forest, “Ambulance” - a caring attitude towards plants. The teacher needs to lead the game: monitor the development of the plot, the children’s performance of roles, role relationships; saturate the game with role-playing dialogues and play actions, through which various tasks of environmental education and education of children are carried out. You can use the following role-playing games: “Journey to the Forest”, “Ship”, “River Patrol”, “Forester”, “Kindergarten”, “Library”, “Bookstore”.

And in games - dramatizations and through games - improvisation based on the texts of fairy tales, poems, short stories, fairy tales (“K Ushinsky “The Cockerel with the Family”, E Charushin “Duck with Ducklings”, based on the fairy tales “Turnip”, “Rukavichka”, “Zayushkina’s Hut” ") children clarify natural phenomena, objects of living and inanimate nature. Dramatization games and theatrical games are also held on the basis of literary works: the plot of the game, the roles, and the actions of the characters. Their speech is determined by the text of the works. By offering children new characters or situations in games, educators can also cultivate children’s environmental culture.

In older preschool age, environmental travel games are used, which are designed to enhance the impression, sharpen children's observation, ability and desire to overcome difficulties. Children like in these games the process of freeing some fairy-tale hero from trouble, as in the game “Journey through a Winter Country”, freeing Spring from the land of the Snow Queen or getting to the bottom of the sea, the North Pole. In doing so, act according to a diagram - a map on which points with interesting tasks are located, which help teachers consolidate children’s knowledge about the signs of winter and establish relationships in nature.

Another type of creative games are construction games with natural materials (sand, clay, snow, water, leaves, pebbles, cones, acorns, etc.), where children learn the properties and qualities of materials, develop observation and interest

11-

to nature, improve their sensory experience. In construction games, children create various structures, vehicles, houses, objects, which gradually turn into role-playing games. A significant place in a child’s life is occupied by games with natural content, which reflect the activities of people in nature. For example, the vivid impressions a child receives from visiting a zoo can be transformed into a game. First, the child builds a zoo, and the teacher inadvertently gets involved in the child’s play and supports it. Involving other children with new actions: bringing animals, the need for new cages, introducing new roles: a veterinarian who will monitor the health of animals; director, ensuring proper nutrition of animals; night watchman, as well as visits to the zoo for children and adults, and the sale of books about animals enrich environmental knowledge. Such timely hints encourage the child to independently search for play techniques, use substitute objects, and also deepen and expand the content of creative play activities and knowledge about the animal world. Children, playing construction games with sand, snow, and water, learn the properties and qualities of these inanimate materials.

One of the forms of educating children’s environmental culture is leisure, fun games, musical games and holidays for City Day and on nature themes, where children experience events, empathize with heroes and phenomena in nature and are aware of environmental problems that are accessible to their understanding. Introduce competitive games such as: KVN, competitions, “Field of Miracles”, “Ecological quizzes”, intellectual games “Connoisseurs of Nature”, Save Nature”, “World of Birds”, etc. It is necessary to include games for the development of aesthetic perception of nature, which are best played in the natural environment, in contact with natural objects for a more careful attitude towards nature, the desire to participate in feasible labor in nature. These are the games: “Conversation with trees”, “Meeting with plants”. As well as games for the formation of moral and evaluative experience of the behavior of preschool children in nature, where children learn to find their own solutions, motivate them, and draw conclusions. These are the following games: “Joys and Sorrows”, “What is Good and What is Bad”, “Ecological Traffic Light”, “An Unusual Journey”, “Nature is Thankful and Angry”, where children must ecologically correctly evaluate the actions of people in nature, find their own decision in difficult situations and motivate your decisions.

Teaching children to know and love nature and to follow environmental safety rules is possible only in collaboration with their parents. It is necessary to use traditional forms (parent meetings, consultations, conversations, surveys) and non-traditional ones (business meetings, direct telephone, round table, joint holidays and leisure activities) for environmental education of parents, since the moral norms of environmental culture are laid down in the family.

12-

It is necessary to involve parents in participating in exhibitions of drawings and crafts made together with parents, writing environmental fairy tales with children, caring for animals and plants together at home, visiting parks at different times of the year, etc. The knowledge acquired by children in kindergarten should be reinforced at home , in family. The child must understand that man and nature are interconnected, therefore caring for nature is caring for man and his future. Only through joint efforts can we raise environmentally literate children.

When working with preschoolers to educate environmental culture, an integrated approach should be used, which involves the interconnection of various types of child activities, where a special place belongs to play for the formation of moral norms and rules of behavior in nature. Indeed, at the stage of preschool childhood, the fundamental principles of ecological thinking, consciousness, and ecological culture are formed. Ecological games bring a lot of joy to children and contribute to their comprehensive development. In play activities, children learn the rules of behavior in nature, moral standards, selfless help, empathy and compassion. During the games, a love for nature, a careful and caring attitude towards it, and the ability to see that unreasonable intervention in nature can lead to serious destruction in nature and the environment are cultivated; a caring attitude towards her is fostered. Games contribute to the formation of motivation for environmental activities: to arouse in children the interest and desire to care for, grow, plant, that is, to increase and protect our nature. A humane attitude towards nature arises in the process of realizing that the world around us is unique and inimitable. He needs our care.

Let everything be beautiful in a person:

And thoughts, and actions, and soul!

In harmony with nature and with yourself

In the world, so that children can live,

Bring up your children, take care of them,

Protect the ecology of your soul!