Changes in nature I want to know everything. Introducing preschoolers to seasonal phenomena in nature

Irina Mayer
Introducing preschoolers to seasonal phenomena in nature

Subject: " Introducing preschoolers to seasonal phenomena in nature"

Program for training and education of children in getting to know nature V kindergarten built on the principle seasonality. It contains possibilities knowledge of nature in strict logical sequences: from changes in the inanimate (sun, length of day, soil, water, etc.)- to changes in the living world (plant, animal) suggests considering it only in interaction with nonliving things in nature.

Implementation of the program in in full subject to the principle seasonality allows you to develop visual-figurative, verbal- logical thinking children, not only expand the range of their ideas, but teach children to see the cause and effect of this or that phenomena, i.e. lay the foundations of environmental thinking, knowledge of basic laws, relationships and interdependencies in nature. Here the first law of ecology is revealed - “Everything is connected to everything.”

We introduce preschoolers with seasonal changes in nature, based on action natural factors, and almost do not consider changes in nature caused by human activities.

Exactly familiarization with seasonal phenomena, their sequence, causes of changes in living things due to changes in the external environment (cooling, warming, etc.) and with the adaptability of living things to changes in the inanimate world, it allows children to form the foundations of an ecological worldview and in an activity-based approach to nature, through labor, practical activity, to protect and preserve it.

Research by N. F. Vinogradova (1978) confirm that the study seasonal phenomena will allow you to understand connections in nature:

- cause-and-effect: item changes or natural phenomena due to specific reason(leaf fall, birds flying away, animals molting, the appearance of cumulus clouds and. etc.);

Consecutive changes in the subject or over several seasons(budding of cherries, flowering, formation of fruits, ripening of fruits, change in color of leaves on cherries, leaf fall, etc.)

- temporary: coincidence in time of several phenomena caused by common cause(cloud-thunderstorm-lightning-thunder, rain-sun-rainbow; melting snow-streams, etc.)

Knowledge of environmental connections and their manifestation by season will not only help explain to children changes in nature and indicate their reason, but also predict any a natural phenomenon(trees and bushes are covered with young leaves, which means that orioles will fly in soon; swallows are flying low - it will rain soon; birds have flown in together - friendly early spring etc.)

In my opinion, familiarizing preschool children with seasonal phenomena, and therefore with environmental connections in in nature different groups preschool institutions according to methodological recommendations N. F. Vinogradova remains urgent task and to this day. When organizing seasonal observations in nature The teacher’s work plan should include the following: sections:

Relationship between plants and growing conditions;

Relationship between animals and living conditions;

Adaptation of plants and animals to changing environmental conditions.

Observations of changes in a specific plant or animal in connection with seasons of the year. Complex seasonal monitoring changes in nature are held for a week cycles: one week of observations in September, one week in October, one week in November. Then the results of observations are summarized season.

Through direct observation, children become familiar with seasonal changes in nature- establish cause and effect, note the sequence of occurrence of certain phenomena in nature(the sun rises higher, the day becomes longer, the snow melts, thawed patches appear, snowdrops bloom, the first insects fly out, birds fly in). There are clearly visible ecological connection and the dependence of all living things on non-living things. It is never the other way around, i.e. the environment and its influence on any living organism are always primary.

Observations in nature must always be repeated after the same objects and natural phenomena in different time of the year. To do this, you need to choose and “create” your own route along the ecological trail and schedule stops with the children to consider the most interesting and significant objects for study at different times. seasons of the year. Ecological trail can also be laid on the site with preschool institution. Of course, this requires thinking carefully about what to plant, how to plant, where to place the flower garden, vegetable garden, medicinal plants, create a plot of meadow, field, forest (deciduous, coniferous plants) And. etc.

Environmental education is not only knowledge, but also assessment, awareness environmental value nature. Environmental literacy combined with proper environmental assessment situation allows you to form ecological type thinking, behavior and activity in nature.

By the age of seven, children have already formed elementary ecological concepts- inanimate, living; plants of meadows, forests, fields; adaptation of living things to environmental conditions, growth and development of plants and animals depending on seasons. Socio-ecological ideas already include norms and rules of behavior in nature.

As a result seasonal nature excursions Children develop the ability to generalize what they see and express their seasonal sensations in the form of coherent stories, artistic, playful and labor activity. Under the influence of impressions, the attitude towards nature. A desire appears to preserve her beauty, i.e., effective love for nature.

Seasonal observations in nature contribute to an initial understanding of the specifics of a living organism, which is an important content element in the environmental education of children. Most children have limited ideas about living things (“animals” and “humans,” i.e., movement is taken as the basis for understanding life. The absence of a sign of movement in plants leads to distorted ideas and their classification as inanimate. Therefore, it is necessary to organize observations of plant growth their development (flowering, fruiting, etc.). In order for children to be able to draw the right conclusions, they should observe the same plants at different times of the year.

Seasonal excursions into nature will allow the teacher to lead children to the conclusion that gradual change external conditions (height of the sun above the horizon, length of day, air temperature, water and soil conditions) lead to changes in plant life (leaf fall, leaf opening, flowering, fruiting, etc.) and animals (molting, hibernation, birth of young, etc.) depending on the time of year.

Understanding the close relationship between organisms and the environment will allow us to move on to the study of the diversity of species of living organisms and the characteristics of their development (deciduous and coniferous plants, vegetables and fruits, domestic and wild animals, garden plants, fields, vegetable gardens, etc.).

Usage gaming techniques, and practical tasks develops observation skills and activates thought. At the same time, children easily perceive and assimilate the signs of objects nature, comprehend the patterns and causes of many phenomena.

Following the principle of construction curriculum for kindergarten and principle seasonality, we begin observations with autumn changes V nature. winter, spring, summer.

"A new spring never comes again as it was, and autumn and winter will not come as they were." (M. M. Prishvin).

So the sequence phenomena in nature remains virtually unchanged for the most part natural areas Russia, but their timing will be different everywhere. We must remember that in one area the timing of the onset seasons may shift annually in one direction or another.

And our children should know: society without will not survive nature, will not survive. (A. Gaydaman et al. 1990)

Thus, when studying nature in the system, logical sequence, in the relationship of all living things with the external environment, the child develops the educational core that is necessary to improve his ecological thinking, conscious - correct attitude To nature and readiness for practical activities aimed at preserving nature.

Literature.

1. Kameneva L. A. "How to introduce preschoolers with nature", M., 1983

2. Methodology introducing children to nature in kindergarten(Text)/ Ed. P. G. Samorukova. -M.: Education, 19992.- 5-09-003254-8.-240pp.

3. Meremyanina O. “The land in which I live” / Preschool education . -1999 - No. 5. -44-39 pages.

4. Education and training program in kindergarten (Text)/ M. A. Vasilyeva. - M.: Education, 1985 - 240 pages.

5. Rybakov B.V. " Folk calendar"(Middle Urals, 1980 -80pp.

6. Urantaeva T. A. “Introducing kids to the world around them” (Text)/T. A. Urantaeva, A. M. Afonkina. - M., 1997 -ISBN 5-7042-1124-0.- 104 pages.

7. Formation of the foundations of an ecological worldview in children preschool age . - Volgograd, "Change", 1994

8. V. G. Fokina " Introducing preschoolers to nature in summer". Directory of the senior teacher preschool institutions No. 5 2008

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Ministry of Education, Culture and Science of the Republic of Kalmykia BOU SPO "Elistinsky" teacher training college them. H. B. Kanukova"

Course work

Introducing children to seasonal natural phenomena

4th year student

preschool department

Faskhutdinova N.A.

Supervisor:

Dzhalchinova N.B.

Elista 2012

Introduction

1.1 Background

2.1 Objectives and content

Conclusion

Bibliography

nature teacher preschool

Introduction

Nature is a unique book.

Its circulation is one copy.

Only one! And so, reading it,

You need to take care of every page!

Love for nature can be cultivated only on the basis of knowledge about plants and animals, their living conditions, basic needs, as well as skills and abilities to care for plants and animals. Its aesthetic perception also contributes to the formation of a caring attitude towards nature. In addition, children need to develop a cognitive attitude towards nature, a desire to learn as much as possible about it.

Knowledge about seasonal changes in nature. At preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain type of weather, air temperature, typical precipitation; features of phenomena inanimate nature determine the state flora and the lifestyle of animals in a given season.

Systematization of knowledge about the seasons occurs on the basis of establishing temporal (what happens after what) and cause-and-effect (what causes certain phenomena) connections. It is important to develop in children the ability to observe changes in natural phenomena, cultivate a sense of love for all living things, and teach some simple ways to protect nature.

IN middle group Children’s ideas about the properties and qualities of “objects of inanimate nature are expanded and specified. Pupils in the middle group continue to learn to observe natural objects. This activity is more complicated than in previous groups. Children are taught to accept the task of observation, they master investigative actions, try to compare, talk coherently about what they observe, and draw conclusions.

IN senior group The main task becomes the formation in children of knowledge about the connections and relationships that exist in nature: about the needs of plants and animals depending on living conditions and condition, about the connections between certain organs and their functions. Children will learn about the stages of plant growth and development, about seasonal changes in nature and their causes, and about some sequence of seasonal changes. Systematization of knowledge about the seasons occurs on the basis of establishing temporal (what happens after what) and cause-and-effect (what causes certain phenomena) connections. It is important to develop in children the ability to observe changes in natural phenomena, cultivate a sense of love for all living things, and teach some simple ways to protect nature.

In the preparatory group for school, the main task is to clarify and expand knowledge about the regular changes in inanimate natural phenomena, their further systematization and generalization. It is necessary to form ideas about the change of seasons, about the increase (or decrease) in the length of day and night, about natural changes in air temperature, and the nature of precipitation.

Conclusion. Knowledge about seasonal changes in nature. At preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain type of weather, air temperature, typical precipitation; The characteristics of inanimate natural phenomena determine the state of the plant world and the way of life of animals in a given season: in winter, plants are at rest, in spring, as the length of the day increases, air temperatures are created favorable conditions for the growth and development of plants - the period of active growing season begins. The most favorable conditions for plant life are created in the summer: the days are long, the air temperature rises, and heavy rainfall occurs. In autumn, the length of the day gradually shortens, the air temperature drops, and plant life freezes: they prepare for a state of dormancy.

Chapter 1. Theoretical background Topics

1.1 Background

Periodic natural phenomena caused by annual progress meteorological elements are called seasonal phenomena. In temperate latitudes there is a regular frequency and sequence of seasons. The change of seasons occurs as a result annual circulation Earth around the Sun at a constant tilt position earth's axis to the orbital plane. Therefore, the height of the Sun above the horizon, the angle of incidence of solar rays on the Earth, and the amount of incoming solar radiation. The position of the Earth in orbit determines the onset of astronomical seasons. However, the astronomical timing of the seasons does not coincide with the timing of periodic changes in weather and wildlife.

For example, our summer begins not on June 22, with the beginning of astronomical summer, but earlier, and it ends not on September 23, but also earlier than that. This circumstance forced researchers to take into account, in addition to astronomical, other indicators of the seasons.

Seasonal changes in living nature are studied by the science of phenology. Observations on periodic changes in the plant and animal world they are called phenological. The essence of phenological observations is to constantly monitor the progress of seasonal phenomena and record the dates of their occurrence. Using the dates of long-term phenological observations, naturalists compile phenological calendars (nature calendars). Observing the same objects from year to year and recording the same phenomena, scientists carefully record the timing of these phenomena, and then derive (calculate) the average timing of the observed phenomena. For example, the average time for willow to bloom in middle lane Russia falls on April 22.

Observations of seasonal phenomena include observations of changes in the duration different parts days, air temperature, occurrence of precipitation and its types. The main content of observations is observations of the growth, development, and condition of plants and animals. In the process of systematic observations, scientists note certain moments (phenophases) in the life of the observed objects. So, for trees and shrubs, this will be the beginning of sap flow, swelling of buds, unfolding of leaves, the appearance of buds, flowering, mass flowering, the beginning of ripening of fruits and seeds, the beginning of autumn coloring of leaves, the beginning of leaf fall, complete autumn coloring of leaves, the end of leaf fall. Phenological forecasts, predicting what the coming spring and summer will be like, help field growers choose the right plant varieties for sowing, and gardeners protect gardens from the harmful effects of frost. Phenological observations of the life of insects in connection with the growth and development of plants make it possible to establish the timing of pest control.

At preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain type of weather, air temperature, typical precipitation; The characteristics of inanimate natural phenomena determine the state of the plant world and the way of life of animals in a given season: in winter, plants are at rest, in spring, as the length of the day and air temperature increase, favorable conditions are created for the growth and development of plants - the period of active growing season begins. The most favorable conditions for plant life are created in the summer: the days are long, the air temperature rises, and heavy rainfall occurs. In autumn, the length of the day gradually shortens, the air temperature drops, and plant life freezes: they prepare for a state of dormancy.

Animal life is also to a large extent depends on changes in nature. Many animals adapt to winter cold: autumn molting of birds and animals is underway; some of them prepare food and change shelter. Changes in the life of plants lead to changes in the life of animals: insects disappear, then migratory birds fly away. These general patterns can be mastered by children provided that during preschool age they develop specific ideas about each season (length of day, air temperature, typical precipitation, state of plants, lifestyle of animals, work of adults, changes in the lives of children themselves at one time or another season). The children should know the sequence of seasons.

All this knowledge is gradually acquired by children by the end of preschool age.

1.2 Overview current state of the subject being studied in the literature and practice of teachers

Parents are the first to open a window into nature for a child. From the first steps, a person comprehends the world, learns to understand time, and masters space. Nature entertains, pleases, and sometimes frightens a child. Children come into contact with nature on their own. They are attracted by everything and everyone: green meadows and forests, the brightness of flowers, berries, butterflies, beetles, snowflakes, frosty frost on the glass, knee-deep snow.

Being among nature itself has a positive effect on children. However, can everything be perceived correctly by a child during independent communication with nature? After all, it may happen that he tears off the wings of a butterfly or dragonfly, picks up an armful of lilies of the valley, and immediately throws them at his feet.

The lack of knowledge that correctly reflects reality often leads to the formation of prejudices and superstitions. Misconceptions are the reasons for children’s hostile attitude towards animals: frogs, cats, etc.

To prevent this from happening, it is necessary to influence the consciousness of children, teach them not only to love nature, but also to observe, establish connections and causes of phenomena, generalize and systematize knowledge in order for children to develop a realistic idea of nature and its individual objects.

Parents do not always have specific knowledge in this area and do not have extensive educational information about those natural phenomena that are most likely to be encountered and cannot always answer many children’s “whys” or awaken interest in the world around us. And also, parents most often do not have time to educate their child.

Therefore, the role of the educator in introducing children to nature and teaching correct behavior very important in nature.

However, as S.A. Surkina points out, most teachers associate environmental education of preschool children only with instilling in them love and respect for nature.

Meanwhile, psychological and pedagogical research in recent decades by A.V. Zaporozhets, N.N. Poddyakova, N.N. Nikolaeva, I.D. Zvereva, I.T. Suravegina allow us to define and specify the subject, the content of this direction of pedagogy - to connect them with original concepts ecology. It is the introduction of a scientific-ecological approach that makes it possible to reorient children’s familiarization with nature to environmental education and begin the formation of an environmental culture already at primary school age.

The starting point in its formation is a system of specific knowledge that reflects the leading patterns of living nature. The possibility of assimilation of such knowledge by children 6-7 years old has been proven pedagogical research L.S. Ignatkina, I.A. Komarova, N.N. Kondratieva, S.N. Nikolaeva, P.G. Samorukova, P.G. Terentyeva, etc.

The period that marks the transition from preschool to junior school is especially favorable for the development of basic personality qualities. school age. This is due to both the high susceptibility of children of this age and the development of elements of voluntariness, self-awareness and self-control, which provides the younger schoolchild a certain level consciousness and independence of action.

Revealing the beauty of nature to a child and teaching him to see it is a difficult task. To do this, the teacher himself must be able to live in harmony with nature.

The teacher must expand, form, clarify children’s ideas about natural phenomena in living and inanimate nature, help the child understand the harmony in nature, the purposefulness of everything that exists in it, teach them to comprehend its laws, and feel its beauty. And the sooner you get to know amazing world man, the sooner the sense of beauty awakens, the more seeds of kindness will be sown in his soul, the stronger will be the desire to preserve everything growing and living. Nurturing in a child such qualities as curiosity, attentiveness, and observation is the key to success in future intellectual development and child education.

Using different methods in working with children, corresponding to their age capabilities, including increased activity and independence, the teacher can make nature important factor comprehensive development of the child. It will instill in children a love of life in all its manifestations and develop the ability to perceive beauty.

To familiarize children of senior preschool age with living and inanimate nature, flora and fauna, the teacher uses various shapes work: classes, excursions, targeted walks, observations in everyday life.

A significant place is given to children's observations of nature, natural phenomena, introspection, experimentation, experiments, games.

To expand children's knowledge about the seasons, the teacher conducts classes about characteristic phenomena in nature at different times of the year. On daily walks, the teacher draws children’s attention to the weather: warm - cold, the sun is shining - it’s raining, snowing, calm - the wind is blowing, clear sky- clouds. If you carry out such observations with children constantly, the children themselves notice changes in the weather.

In summer, children note that the days are long, the sun is shining brightly, and it gets hot; In winter, the days are short, it gets dark quickly, the sun shines, but does not warm.

In the process of familiarization, children’s understanding of the dependence of seasonal changes on sunlight.

Under the guidance of the teacher, children observe changes in living and inanimate nature at different times of the year, pay attention to the development of plants and how, under the influence of sunlight and heat, buds bloom, leaves, grass, and flowers appear. Plants and trees are a fertile object for cognition and development systems thinking and the child’s observation skills at any time of the year. They are always visible to the eye, you can touch them and even hide under the crown of a tree on a hot sunny day.

So, the task of the kindergarten teacher is to lead children to ideological conclusions about the unity and diversity of nature, connections and interrelations between different objects of nature, constant changes in nature and its development, the appropriateness of relationships between living beings in nature, rational use nature and its protection. In parallel with this, children are developing the ability to aesthetically relate to the world, to perceive and appreciate beauty, to increase the beauty of their surroundings through their activities, and to encourage them to think about the relationship between people and nature.

Children's success in becoming familiar with nature is largely determined by the teacher and his psychological and pedagogical culture. With all kinds of knowledge from various areas natural sciences, the ability to correctly explain the connections between objects and phenomena in nature; understanding the patterns of its development; The teacher can deepen and expand ideas about seasonal changes in living and inanimate nature, and their interrelations.

2.1 Objectives and content of knowledge about seasonal changes

Systematically introducing children to nature is the first and second junior groups. At this age, it is important that children accumulate knowledge, i.e. specific ideas about individual objects of nature: about natural material and its properties. They are given the first knowledge about distinctive features seasons. Younger preschoolers must understand some connections between natural phenomena: the wind blows - the trees sway, the sun shines - it becomes warmer. The teacher teaches children to observe objects and natural phenomena. In this case, children are given an observation task and a plan to follow. As the observation progresses, the teacher teaches the children survey actions. It is very important to teach children to talk about the results of observations. The teacher’s task is to form in children an emotionally positive, careful attitude to nature (the ability to rejoice at the sight of a flower, bird, sun).

In the process of introducing children of younger groups to nature, the teacher solves a number of problems: forms the first ideas about some objects and phenomena of inanimate nature, about the most common bright flowering plants, teaches them to distinguish features appearance animals, some parts of the body, features of movement, sounds made. The teacher teaches the kids the first simple labor skills: watering plants, wiping leaves with a damp cloth, feeding a fish or a bird in a corner of nature. On this basis, it fosters a caring attitude towards plants and animals, evokes in children a feeling of joyful surprise and their first aesthetic experiences.

The teacher alternates collective forms of work with individual ones, working with subgroups of children. Individual communication with a child allows you to arouse greater interest in him and conduct a more successful (more detailed, more thorough) observation. However, this is not enough. To expand ideas, clarify and concretize knowledge, as well as to develop observation skills, classes and targeted walks are held 2 times a month. For children of the first junior group, classes are held in the first half of the year with two subgroups, in the second - with the entire group. In the second junior group, classes are held with all children.

In the middle group, children’s ideas about the properties and qualities of “objects of inanimate nature” expand and become more specific. Pupils in the middle group continue to learn to observe natural objects. This activity is more complicated than in previous groups. Children are taught to accept the task of observation, they master survey actions, try to compare, talk coherently about the observed object, and draw conclusions.

Children 4-5 years old are curious, ask a lot of questions, get to know each other with interest. various items, their qualities and properties, with the surrounding nature and phenomena public life. The attention of children of this age becomes more stable. They already have an understanding of the simplest connections in observed phenomena. Based on this, the middle group teacher solves problems in introducing children to nature. Teaches children to see in objects characteristic properties, compare and group objects according to these properties, forms the first elementary generalizations, leads to the establishment of the simplest connections between certain phenomena.

Children carry out tasks every day to care for plants and animals, and receive their first understanding that plants need moisture, light, and warmth to grow. They also master the initial skills of growing plants. In the process of observing and caring for plants and animals, preschoolers develop a sense of caring and caring attitude to nature, understanding its beauty. Observations remain the main method of introducing children to nature. They are carried out on daily and targeted walks. Excursions are conducted in the middle group. It is best to organize them when seasonal changes are most pronounced.

Classes are held twice a month. Work continues in the corner of nature, which is replenished with new objects throughout the year; children are strengthening previously acquired skills in caring for plants and animals, and developing new ones.

Work assignments are widely used, in which all children are systematically involved. The form of labor organization is varied. So, the whole group does the cleaning of the area and planting plants; For other jobs, children are organized in small subgroups or given individual assignments. Joint work instills in children a sense of responsibility for the assigned work and collectivism.

Didactic games facilitate consolidation, clarification and systematization of acquired knowledge. In addition to direct observations, games and activities, looking at paintings depicting nature has a proper place in working with children. These can be individual plants, animals, as well as pictures of forests, fields, rivers, picturesque pictures of the seasons. Pictures are selected that would encourage children to tell a story and help consolidate and clarify knowledge. They collect the fruits of trees and shrubs and make collections and herbariums from them.

In the middle group, children are introduced to changes in nature. It is better to observe changes in a single object or phenomenon (objects of nature in which changes would occur within 1 - 2 months, for example, the growth of radishes, peas, nasturtiums). Longer observations are difficult for middle-aged children. Children aged five years learn to keep an observation diary. The form of keeping a diary can be different (herbariums, drawings). The diary helps to reproduce the course of development of phenomena. In the process of observation, and then when compiling a herbarium or sketching, the teacher asks questions, leading the children to comparison: “What happened? What happened now? Is there a bud? What's new?" In this case, all children participate in the conversation.

In the older group, the main task becomes to develop in children knowledge about the connections and relationships that exist in nature: about the needs of plants and animals depending on living conditions and condition, about the connections between certain organs and their functions. Children will learn about the stages of plant growth and development, about seasonal changes in nature and their causes, and about some sequence of seasonal changes. Systematization of knowledge about the seasons occurs on the basis of establishing temporal (what happens after what) and cause-and-effect (what causes certain phenomena) connections. It is important to develop in children the ability to observe changes in natural phenomena, cultivate a sense of love for living things, and teach methods of protecting nature.

Children of senior preschool age develop the ability to perform analytical and synthetic activities. Children of the sixth year of life are not limited to recognizing individual specific facts, external properties of phenomena, but strive to penetrate into the essence, to understand the causes of phenomena. Taking this into account, in the older group the tasks and the program of familiarization with nature become more complex. Children form a system of ideas and simple concepts about objects and phenomena of inanimate nature: they learn the reason for changes in the length of day and night, the characteristics of precipitation, weather in different seasons; learn to distinguish and correctly name plants, learn the rules of care; learn to see the main stages of plant growth and development, understand the main changes in the state of plants by season, learn about some of the features of plant care; learn to distinguish originality external structure and habits of animals, they gain knowledge about the development of certain species, about ways to protect animals from enemies, and master the skills of caring for the inhabitants of a corner of nature.

In the older group, it is necessary to develop the ability to generalize and classify natural objects according to clear and significant features and connections. An important task remains to educate children to have a careful, caring attitude and love for nature, and an aesthetic perception of nature. Children are introduced to nature both in classes and in Everyday life- in a corner of nature and on the site. Nature education classes are held weekly. Special place include excursions, as well as activities related to the generalization of children's knowledge. The teacher makes extensive use of work, observations, and experiments on the site, in a corner of nature, in order to accumulate specific ideas about the surrounding nature and deepen the knowledge gained in the classroom. For the first time, vigils are organized in a corner of nature. Children begin to keep a nature calendar, in which they record the main phenomena in inanimate nature, in the life of plants and animals in each season, features of the seasonal work of adults and children, and outdoor entertainment. The calendar reflects collective observations.

One or more children are assigned to depict certain natural phenomena, and then together they choose a drawing that most fully reflects what they saw. You can entrust this task to the person on duty or the one who first noticed interesting phenomenon. The form of keeping a calendar is different: in the form of a wall panel, an album, a screen. Calendars are used in final conversations about this or that time of year. They help lead children to the simplest forms of generalization. Printed games help consolidate and systematize children’s knowledge about nature throughout the year: “Seasons” lotto, “Botanical lotto”, “Zoological lotto”, etc.

In the preparatory group, the main task is to clarify and expand knowledge about the regular changes in inanimate natural phenomena, their further systematization and generalization. It is necessary to form ideas about the change of seasons, about the increase (or decrease) in the length of day and night, about natural changes in air temperature, and the nature of precipitation.

When children are systematically introduced to nature by the age of 6, they accumulate ideas about a wide variety of objects and natural phenomena, develop simple skills to grow plants and care for small animals, and develop their powers of observation. Children master the skills to accept an adult’s instructions, follow his plan, use previously learned techniques in the process of activity, evaluate the results obtained, etc. As a result, children of the seventh year of life are already capable, under the guidance of an adult, of conducting a targeted analysis of perceived phenomena, identifying essential signs and properties, and on their basis generalizing and classifying objects. All this makes it possible to work with seven-year-old children to solve new problems of getting to know nature and to use new ways of organizing work.

In the preparatory group for school, further concretization and enrichment of ideas about nature are carried out. At the same time, children are taken beyond the limits of direct experience, introducing new objects through art book, pictures, filmstrips and films. Children should gain knowledge about the sequence of certain natural phenomena (the growth and development of some animals, seasonal changes in nature).

In the preparatory group for school, the center of work is the systematization and generalization of accumulated knowledge, the formation of elementary concepts and judgments about objects and natural phenomena. In the process of assimilation basic knowledge The future schoolchild develops the abilities of generalized perception, elements of verbal-logical thinking, and coherent speech that are important for learning. Systematization and generalization of knowledge require further expansion of ideas about the signs and properties, structure of natural phenomena, as well as the assimilation of various connections and causes; On this basis, children develop a cognitive attitude towards nature.

The aesthetic perception of nature is improved. Older preschoolers are taught to see the uniqueness of its phenomena, the harmony of colors and shapes, all the diversity of manifestations of life. Children of the seventh year of life are able, with the participation of adults, to maintain order in the area and in a corner of nature, to preserve the beauty of the places where they relax, play, grow beautiful flowers, create simple compositions from natural materials, express the beauty of observed nature in a bright, precise word, in visual activity.

Much attention is paid to nurturing love for native nature, a careful and caring attitude towards it. Children in their seventh year of life establish a connection between their own activities and the condition of the plants and animals in their care, and improve their labor skills and abilities.

The increased capabilities of children in the preschool group allow them to use for work not only a corner and an area, but also the immediate natural environment: parks and gardens, fields, meadows, ponds, farms, greenhouses, botanical and zoological gardens, etc. Children are systematically targeted walks and excursions. It is advisable to conduct 1-2 excursions and targeted walks to the forest or park in order to track changes in nature during the season; in autumn and winter, 1-2 targeted walks to a pond. In spring and summer, the number of excursions and targeted walks increases (to the forest, field, garden, pond).

In the corner of nature, children conduct systematic observations, and attendants look after its inhabitants. Several children (up to 3-4 depending on the number of inhabitants) take part in duty in the corner of nature at the same time; they are on duty for 2-3 days. The teacher conducts 2-3 classes throughout the year, during which he introduces children to changes in the way of caring for the inhabitants of the corner (especially plants) in different seasons, with caring for its new inhabitants.

Observations and work at the site are organized frontally, or individual work assignments are distributed between groups and units. In the spring, you can use the form of organizing children into units: each unit receives a long-term work assignment to care for a certain bed or flower bed, or for one or another pet. Long-term instructions are also given individually.

Once a week a lesson or excursion is held (a targeted walk is carried out during the time allotted for walks). Many lessons and excursions conducted in the senior group are repeated in the preparatory group with some complication of the program tasks.

When organizing an introduction to nature in a preschool group, elementary search activities should be widely used; it ensures that children understand the connections and relationships in nature that are accessible to them. Various experiments are being carried out.

2.2 Methodology for introducing preschool children to seasonal changes in nature

In kindergarten, various forms of organizing children are used to introduce them to nature. Classes or excursions are most often held with all children (front form of organization). It is better to organize work and observations of nature with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal).

Teaching methods are ways joint activities educator and children, during which the formation of knowledge, abilities and skills, as well as attitude to the world around them, is carried out. When introducing children to nature, these methods are widely used.

Visual methods include observation, looking at paintings, demonstrating models, films, filmstrips, and slides. Visual methods most fully correspond to the capabilities cognitive activity children of preschool age, allow them to form vivid, concrete ideas about nature.

Practical methods are a game, elementary experiments and modeling. The use of these methods in the process of becoming familiar with nature allows the teacher to clarify children’s ideas, deepen them by establishing connections and relationships between individual items and natural phenomena, systematize the acquired knowledge, and train preschoolers in applying knowledge.

Verbal methods- these are stories of the teacher and children, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge about nature, systematize and generalize it. Verbal methods help to form in children an emotionally positive attitude towards nature. When working to introduce children to nature, it is necessary to use different methods in a complex and correctly combine them with each other.

The choice of methods and the need for their integrated use are determined by the age capabilities of the children, the nature of the educational tasks that the teacher solves. The diversity of the objects and natural phenomena that a child must learn also requires the use of a variety of methods.

Observation as the main method of introducing children to nature.

Observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena. The purpose of observation may be to assimilate different knowledge- establishment of properties and qualities, structure and external structure of objects, reasons for changes and development of objects (plants, animals) of seasonal phenomena.

To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena.

Observation allows children to show nature in natural conditions in all its diversity, in the simplest, clearly presented relationships. Many connections and relationships of natural phenomena are accessible to direct observation and visible. Knowledge of connections and relationships forms the elements of a materialistic worldview of nature. The systematic use of observation in getting to know nature teaches children to look closely, notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education.

A good technique for developing observation skills is the technique of recording observations. This could be sketches in notebooks, coloring black and white drawings. You can make drawings from memory or from life. In this case, the teacher must demand that the drawing be as close as possible to the original. This forces children to carefully observe an object, peer into its details, notice details, and make repeated observations. One of the arguments for these objections is that children draw poorly. This circumstance should not be feared. It is not advisable to refuse sketches

and for one more reason: drawing trains the hand and has a beneficial effect on the development of writing skills.

To form in children ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the characteristics of certain objects, their properties, characteristics, and qualities, recognizing observation is used. It ensures that children accumulate vivid, living knowledge about nature.

Observation can be carried out both with individual children, with small groups (3-6 people), and with the entire group of pupils.

Long-term observation. The content of long-term observations is varied: the growth and development of plants, the establishment of their main changes, the development of animals and birds (parrot, canary, chicken, rabbit, cat), seasonal observations of inanimate and living nature, etc. Organizing long-term follow-up, the teacher must know the main stages (stages) of growth and development of a plant or animal. In accordance with them, observation is divided into a system of episodic ones. Each episodic observation is carried out when the changes in the object are quite pronounced.

In the fall, the teacher organizes observation of the weather conditions. In order for children to learn to pay attention to air temperature, he invites them to wear a doll for a walk. Children should be consulted about what is best to put on the doll. As it gets colder, the teacher pays attention to how the children themselves are dressed. Offers to touch cooled objects: a bench, a wall of a house, pebbles. On days when the sun is either shining or hiding behind the clouds, you need to “look” for the sun, ask why it has darkened or become lighter. Children should pay attention to the wind, and for this it is useful to take out pinwheels, paper ribbons for a walk, and inflate them together with children. balloon. In the fall, they organize rain monitoring: listen to it knock on the roof; watching puddles appear on the street.

Used in winter various ways to help children understand changes in air temperature: the teacher and the child dress the doll in preparation for a walk, reminding them that it is cold outside, frosty and the doll needs to be dressed warmly. During a walk, he invites children to take off their mittens and feel the cold. Pays attention to how children and adults are dressed. After a snowfall, it is recommended to take a targeted walk around the area and show the children how much snow there is, lying on the ground, on the trees, on benches, on the fence, on the roofs of houses.

Spring. At the beginning of spring, children should pay attention to the fact that the sun has become dazzlingly bright. It's useful to watch sunbeam. In spring, water games are organized. The teacher pays attention to its properties, releases plastic, paper, boats into the stream and the children watch them float. The calendar game “What’s the weather today?” is of great interest to them. Every day, returning from a walk, the guys move the arrow so that it points to the picture corresponding to the given weather.

Summer. Monitoring of weather conditions continues. According to some signs, preschoolers determine the warm and hot times of the day. The teacher helps them realize this with questions: why did you take off your warm clothes today? Why didn’t you take off your jacket yesterday? Why are the rocks so hot today? Wind monitoring continues. The teacher takes out pinwheels and paper ribbons for a walk. Notice how the trees sway and the leaves rustle.

Depending on the number of children participating in the observation, it can be individual, group and frontal. Depending on the goals set by the teacher, observation can be episodic, long-term and final (generalizing).

Each subsequent observation must be related to the previous one. Thus, a system of knowledge, skills and abilities of children is formed.

Conclusion

Communication with nature has a positive effect on a person, makes him kinder, softer, awakens him best feelings. The role of nature is especially great in raising children.

“Nature is a source of creative inspiration, a source of uplifting all the spiritual powers of a person, not only an adult, but also a growing one.” Nature helps color all perceptions of the surrounding reality in emotional tones. This emotional attitude to the surrounding nature, an inexhaustible source of beauty, and the system should educate educational institutions in children.

At all times and eras, nature has had a huge influence on man, on his development creativity, being at the same time an inexhaustible source for all the boldest and deepest darings of man. The great critic Belinsky considered nature to be an “eternal example of art.”

The beauty in nature is limitless and inexhaustible.

The ability to see nature is the first condition for cultivating a worldview of unity with it, the first condition for education through nature. It is achieved only through constant communication with nature. In order to feel part of the whole, a person must not occasionally, but constantly be in a relationship with this whole. That's why harmony pedagogical influences requires constant communication with nature.

Nature is one of the factors influencing the development and formation of aesthetic feelings; it is an inexhaustible source of aesthetic impressions and emotional impact per person. Nature occupies a significant place in people's lives and contributes to the formation and development of aesthetic feelings and tastes.

Love for native nature is brought up with early age. “It is at this time that it is necessary to instill in children a love of beauty, harmony, expediency, and unity that reign in it.”

In a preschool institution, children are introduced to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love for nature, skills of caring for it, caring for living beings give rise not only to interest in nature, but also contribute to the formation in children best features character, such as patriotism, hard work, humanity, respect for the work of adults who protect and increase natural resources.

Bibliography

1. Belavina I.G., Naidina N.G. The planet is our home: A textbook for preschoolers and junior schoolchildren I.G. Belavina, N.G. Naidina. M.: Laida, 1995. - 288 p.

2. Beladina I.G., Naydenskaya N.G. The planet is our home. The world around us: Methodology for conducting classes on the basics of ecology for preschoolers and primary schoolchildren I.G. Beladina, N.G. Naydenskaya. M.: Publishing house. “Laida”, 1995.- 96 p.

3. Bozhovich L.I. Personality and its formation in childhood L.I. Bozovic. M.: Education, 1968. - 258 p.

4. Vasilyeva A.I. Teach children to observe nature A.I. Vasilyeva. M.: Education, 1972. 126 p.

5. Veretennikova S. A. Familiarization of preschoolers with nature. A textbook for students of pedagogical schools specializing in “Preschool education.” Ed. 2nd, revised and additional M., “Enlightenment”, 1973. - 256 p.

6. Vinogradova F. Mental education in children in the process of familiarization with nature. - M., 1978.- 154 p.

7. Voronkevich O.A. Welcome to ecology. - M., 2005.-170 p.

8. Wenger L.A. Development. New generation program.

9. Kameneva L. A. Methods of introducing children to nature in kindergarten. Textbook for specialized pedagogical schools. “Preschool education”, L. A. Kameneva, N. N. Kondratyeva, L. M. Manevtsova, E. F. Terentyeva; Ed. P. G. Samorukova.--M.: Education 1991.--240p.

10. Kameneva N. G. The world of nature and the child: Methodology environmental education preschoolers: Tutorial for pedagogical schools in the specialty " Preschool education» Ed. 2nd, revised, additional / 3rd, stereotype. Kameneva N. G., Kondratyeva N. N., Kameneva L. A., Publisher: Detstvo-press, 2003-319p.

11. Luchinin M.V. Children about nature. - M., 1989.-115 p.

12. Maksimova L.I. Theory and methodology environmental education children of preschool age: Educational method. complex L.I. Maksimova. Yakutsk: Publishing house of the Distance Center. image. IRO MO PC (Y), 2002.-118 p.

Application

Along with the seasons, the time of day, children should know such common natural phenomena as the sun, rain, thunderstorm, rainbow, wind, leaf fall and other weather phenomena that we encounter every day on the street.

It is better to demonstrate natural phenomena for children with pictures and poems, to explain at what time of year this or that phenomenon occurs and what nature looks like, for example, in the summer after rain, when a rainbow appears, or in winter, when snow falls on the trees.

The sun is bright Star, it appears every day in the morning during dawn, and disappears in the evening after sunset. In the sky we see the sun in the form of a bright solar circle; we shouldn’t look for a long time, because our eyes will hurt. In winter the sun hardly gives any heat, but in summer its rays make it warm and even hot. The sun has a sister - the moon, which comes out only at night.

The moon is a satellite of the earth, as round as our planet, only much smaller in size. You can only see the moon at night, when it becomes completely dark. The moon can be round - it is called a full moon, and it happens when it is not at all - a new moon. And also during the period between the new moon and the full moon, the moon appears in the sky in the form of a month. Along with the moon, stars are visible in the sky at night.

During the day, clouds are clearly visible in the sky along with the sun. These are white steam molds that can take different shapes in the form of animals, boats and horses, depending on who you see. Clouds can be white or they can be gray, then they are called clouds. As the cloud becomes darker, water forms in it and it can rain and even thunderstorm with thunder and lightning.

Rain falls from the clouds as they darken and become dark, heavy and seem to loom over us. You can hide from the rain under any canopy and roof or under an umbrella. Depending on the strength and amount of water falling from the sky, rain can be simple rain, mushroom rain, when the sun is shining and it rains, downpour, when rain pours like buckets, or maybe with thunder and lightning, such bad weather is called a thunderstorm.

During heavy rain, it happens that lightning flashes and then thunder rumbles. This natural phenomenon is called a thunderstorm. During a thunderstorm, lightning may flash and thunder may rumble many times. It is better to hide from a thunderstorm in a safe shelter with a roof over your head, because during a thunderstorm the wind rises and the rain is so strong that an umbrella becomes scarce, but under no circumstances should you hide under a lonely tree in a field, because lightning may strike it . There are thunderstorms of such strength that hail can fall from the sky along with raindrops.

Sometimes, during a thunderstorm, hail falls from the sky along with raindrops. Hail is small pieces of ice, cold droplets of rain that have not yet melted. Just like from a thunderstorm, you need to hide from hail in a safe shelter with a roof over your head. As a rule, a thunderstorm does not last long and after that the clouds quickly part and a rainbow may appear.

After heavy rain or thunderstorms you can sometimes see this unusual phenomenon nature like a rainbow. This is when bright sunlight is broken into several different colors. A rainbow looks like an arc in different colors. Here there are red, blue, purple, and yellow other colors. And then, when the water quickly evaporates in the sun, the rainbow also quickly disappears.

Sometimes you look outside the window, and the trees are waving their branches. In fact, it is not the trees that wave their branches, but the wind, which blows with such force that the branches with leaves bend in different sides. The wind can be light and warm, or it can be strong and cold. You can protect yourself from such strong winds, for example, during the cold season in autumn and winter, with a scarf and hat.

Leaf fall

In autumn, trees prepare for winter and shed their leaves. But before that, the leaves turn into amazingly beautiful yellow and red colors. Then the wind throws off the leaves and in the forest, where there are many trees, there is a feeling of rain from yellow leaves. This phenomenon is called leaf fall.

In late autumn, when it gets cold outside and the temperature drops below zero degrees, the water in the puddles freezes and ice forms. Ice also forms on ponds, lakes and rivers. The ice is smooth and very slippery, so you need to go in autumn and winter period with caution, and in winter the ice can be fun to skate on. As soon as it gets warmer and the temperature rises above zero degrees, the ice will melt and turn back into water.

In winter it becomes so cold that water freezes and turns into ice, and in the sky raindrops turn into snowflakes and fall to the ground in the form of white flakes. Unlike rain, snowflakes do not evaporate as quickly, because in winter it is cold and paths, trees and benches are covered with snow. When it’s not very cold, the snow is wet and it’s good to make a snowman out of it, and when it’s frosty, the snow becomes dry and not sticky and doesn’t mold well, but it’s easy to ski on. In spring it becomes warmer and as soon as the temperature rises above zero degrees, the snow begins to melt and turns into water.

Tasks-games for children about natural phenomena

Picture of a natural phenomenon for children.

Print and cut out the picture, make a hole in the middle of the dial and make an arrow, maybe from a strip of paper.

Now you can show what kind of natural phenomenon is on the street now!

And also say: What time of year does this or that natural phenomenon correspond to?

Name what natural phenomena are shown in the picture?

You can choose from these natural phenomena: Rain; Snowfall; Hail; Storm; Wind; Rainbow

In the course work, an analysis was carried out to familiarize children with the seasons.

In order to familiarize children with the seasons.

Second junior group

During walks, the teacher helps children accumulate ideas about bright autumn phenomena in inanimate nature, the world of plants and animals in accordance with the program.

Observations of inanimate nature. The teacher introduces children to the characteristic signs of autumn: it’s cold, it’s raining, there are puddles on the ground, draws attention to them, and teaches them to notice the state of the weather. When going for a walk, he says that it has become cold outside, you need to dress warmer; all people put on coats. During walks, he organizes short-term observations, tries to interest children, and attracts their attention to natural phenomena. On a rainy day, walking with them under the canopy, he offers to watch how it rains; There are puddles on the paths because of the rain, people walk under umbrellas. It’s good to tell a nursery rhyme: “It’s raining, it’s raining, it’s pouring, getting our kids wet.”

On a windy day, children pay attention to how the wind shakes the trees, tears off and twists leaves; You can suggest listening to the sound of rain and wind. On such days, children are given pinwheels, paper ribbons, windmills. The teacher teaches the children to establish the simplest visible connections between phenomena: it started to rain - there are puddles on the paths, etc.

Introduction to plants. On your first walks, you should inspect the green spaces of the site or another place for a walk, teach children to take care of plants, and not to walk through flower beds. With the onset of bright colors of trees and leaf fall, children's attention is drawn to this spring phenomenon. It’s good to show how beautiful the trees are on the site - they have a lot of red or yellow leaves. It is necessary for children to see the leaves falling from the trees and watch them spin in the air. The teacher asks to bring a yellow or red, large or small sheet. WITH autumn leaves You can play a variety of games, make leaf wreaths and hats.

Animal observations. We must take advantage of every opportunity to observe domestic animals: dogs, cats, chickens, rabbits.

On a walk you can see sparrows and pigeons. Observations should be accompanied by short explanations that help to see the habits characteristic of external signs animals, ask questions, read poetry or sing a song about animals.

...

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FSBEI HPE "Chuvash State Pedagogical University"

them. AND I. Yakovlev"

Abstract on the topic:

“Methodology for introducing preschoolers to seasonal natural phenomena.”

Completed by: Konstantinova S.V.

Introduction

Seasonal phenomena in nature

conclusions

Bibliography

INTRODUCTION

The problem of environmental education is currently relevant. Until a certain time, human impact was smoothed out by processes occurring in the biosphere, but currently man is on the verge of an ecological crisis. That is why it is so important in environmental education First stage preschool education when they receive their first knowledge about the culture of relationships with the natural environment.

Love for nature can be cultivated only on the basis of knowledge about plants and animals, their living conditions, basic needs, as well as skills and abilities to care for plants and animals. Its aesthetic perception also contributes to the formation of a caring attitude towards nature. In addition, children of all age groups need to develop a cognitive attitude towards nature and a desire to learn as much as possible about it.

The program for teaching and raising children to become familiar with nature in kindergarten is built taking into account the principle of seasonality. It contains the possibilities of understanding nature in a strict logical sequence: from changes in the inanimate (sun, day length, soil, water) - to changes in the living world (plants, animals), which suggests considering it only in interaction with the inanimate in nature.

It is the familiarization with seasonal phenomena, their sequence, the causes of changes in living things in connection with changes in the external environment (cooling, warming) and with the adaptability of living things to changes in the inanimate world that allows children to form the foundations of an ecological worldview and in an activity-based approach to nature, through work, practical activity, protect and preserve it.

In kindergarten, children are introduced to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed.

IN pedagogical process In preschool institutions, special attention should be paid to familiarization with nature in order to develop children’s thinking and speech.

The main task in mental education is to educate children about inanimate and animate nature, accessible sensory perception children, connections between objects and natural phenomena. It is necessary to show children nature as it really is, influencing their senses.

The role of the educator in the formation of knowledge through familiarization

children with seasonal phenomena in nature

To familiarize children of senior preschool age with living and inanimate nature, flora and fauna, the teacher uses various forms of work: classes, excursions, targeted walks, observations in everyday life.

A significant place is given to children's observations of nature, natural phenomena, introspection, experimentation, experiments, and games.

To expand children's knowledge about the seasons, the teacher conducts classes about characteristic phenomena in nature at different times of the year. On daily walks, the teacher draws the children’s attention to the weather: warm - cold, the sun is shining - it’s raining, snowing, calm - the wind is blowing, clear sky - clouds. If you carry out such observations with children constantly, the children themselves notice changes in the weather.

In summer, children note that the days are long, the sun is shining brightly, and it gets hot; In winter, the days are short, it gets dark quickly, the sun shines, but does not warm.

In the process of familiarization, children’s understanding of the dependence of seasonal changes on sunlight is consolidated.

Under the guidance of the teacher, children observe changes in living and inanimate nature at different times of the year, pay attention to the development of plants and how, under the influence of sunlight and heat, buds bloom, leaves, grass, and flowers appear. Plants and trees are a fertile object for cognition, for the development of systematic thinking and observation of a child at any time of the year. They are always visible to the eye, you can touch them and even hide under the crown of a tree on a hot sunny day.

The task of the kindergarten teacher is to lead children to ideological conclusions about the unity and diversity of nature, connections and interrelations between different objects of nature, constant changes in nature and its development, the appropriateness of relationships between living beings in nature, the rational use of nature and its protection . In parallel with this, children are developing the ability to aesthetically relate to the world, to perceive and appreciate beauty, to increase the beauty of their surroundings through their activities, and to encourage them to think about the relationship between people and nature.

Objectives and content of knowledge about seasonal changes

The tasks and content of knowledge about nature, the skills and abilities of children expand and become more complex from one age group to another. At each age level, what has been achieved is improved.

Children begin to be systematically introduced to nature in the first and second junior groups. At this age, it is important that children accumulate knowledge, i.e. specific ideas about individual objects of nature: about natural material and its properties. They are given the first knowledge of the distinctive features of the seasons. Younger preschoolers should understand some connections between natural phenomena: the wind blows - the trees sway, the sun shines - it becomes warmer.

The teacher teaches children to observe objects and natural phenomena. In this case, children are given an observation task and a plan to follow. As the observation progresses, the teacher teaches the children survey actions. It is very important to teach children to talk about the results of observations. The teacher’s task is to form in children an emotionally positive, caring attitude towards nature (the ability to rejoice at the sight of a flower, bird, or sun).

In the middle group, children’s ideas about the properties and qualities of “objects of inanimate nature” expand and become more specific. Pupils in the middle group continue to learn to observe natural objects. This activity is more complicated than in previous groups. Children are taught to accept the task of observation, they master investigative actions, try to compare, talk coherently about what they observe, and draw conclusions.

Animal life also depends to a large extent on changes in nature. Many animals adapt to the winter cold: birds and animals are molting in autumn; some of them prepare food and change shelter. Changes in the life of plants lead to changes in the life of animals: insects disappear, then migratory birds fly away. These general patterns can be learned by children provided that during preschool age they develop specific ideas about each season (length of day, air temperature, typical precipitation, state of plants, lifestyle of animals, work of adults, changes in the lives of children themselves in one season or another). The children should know the sequence of seasons.

Seasonal phenomena in nature

Periodic natural phenomena determined by the annual course of meteorological elements are called seasonal phenomena. In temperate latitudes, a regular frequency and sequence of seasons are expressed. The change of seasons occurs as a result of the annual revolution of the Earth around the Sun with a constant position of the inclination of the Earth's axis to the orbital plane.

Therefore, the height of the Sun above the horizon, the angle of incidence of the sun's rays on the Earth, and the amount of incoming solar radiation change. The position of the Earth in orbit determines the onset of astronomical seasons. However, the astronomical timing of the seasons does not coincide with the timing of periodic changes in weather and wildlife.

For example, our summer begins not on June 22, with the beginning of astronomical summer, but earlier, and it ends not on September 23, but also earlier than that. This circumstance forced nature researchers to take into account, in addition to astronomical, other indicators of the seasons.

Seasonal changes in living nature are studied by the science of phenology. Observations of periodic changes in flora and fauna are called phenological. The essence of phenological observations is to constantly monitor the progress of seasonal phenomena and record the dates of their occurrence. Using the dates of long-term phenological observations, naturalists compile phenological calendars (nature calendars). Observing the same objects from year to year and recording the same phenomena, scientists carefully record the timing of these phenomena, and then derive (calculate) the average timing of the observed phenomena.

Observations of seasonal phenomena include observations of changes in the duration of different parts of the day, air temperature, the occurrence of precipitation and its types. The main content of observations is observations of the growth, development, and condition of plants and animals. In the process of systematic observations, scientists note certain moments in the life of the observed objects. So, for trees and shrubs, this will be the beginning of sap flow, swelling of the buds, the beginning of the unfolding of leaves, the appearance of buds, flowering, mass flowering, the end of flowering, the beginning of the ripening of fruits and seeds, the beginning of autumn coloring of leaves, the beginning of leaf fall, complete autumn coloring of leaves, the end of leaf fall .

Phenological forecasts, predicting what the coming spring and summer will be like, help field growers choose the right plant varieties for sowing, and gardeners protect gardens from the harmful effects of frost. Phenological observations of the life of insects in connection with the growth and development of plants make it possible to establish the timing of pest control of cultivated plants.

Methods for teaching children about seasonal changes in nature

In the pedagogical process of kindergarten, various forms of organizing children are used to introduce them to nature. Classes or excursions are most often held with all children (front form of organization). It is better to organize work and observations of nature with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal).

Teaching methods are ways of joint activities between the teacher and children, during which the formation of knowledge, abilities and skills, as well as attitudes towards the world around them, is carried out. When introducing children to nature, all of these methods are widely used.

Visual methods include observation, looking at paintings, demonstrating models, films, filmstrips, and slides. Visual methods most fully correspond to the possibilities of cognitive activity of preschool children and allow them to form vivid, concrete ideas about nature.

Practical methods are games, elementary experiments and modeling. The use of these methods in the process of becoming familiar with nature allows the teacher to clarify children's ideas, deepen them by establishing connections and relationships between individual objects and natural phenomena, systematize the acquired knowledge, and train preschoolers in applying knowledge.

Verbal methods include stories from the teacher and children, reading works of art about nature, and conversations. Verbal methods are used to expand children's knowledge about nature, systematize and generalize it. Verbal methods help to form in children an emotionally positive attitude towards nature. When working to introduce children to nature, it is necessary to use different methods in a complex and correctly combine them with each other.

Observation as the main method of introducing children to nature

Observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena. The purpose of observation can be the assimilation of various knowledge - the establishment of properties and qualities, the structure and external structure of objects, the reasons for the change and development of objects (plants, animals) and seasonal phenomena.

The teacher uses different types observations. To form in children ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the characteristics of certain objects, their properties, characteristics, and qualities, recognizing observation is used. It ensures that children accumulate vivid, living knowledge about nature.

Observation can be carried out both with individual children, with small groups (3-6 people), and with the entire group of pupils.

Long-term observation. The content of long-term observations is varied: the growth and development of plants, the establishment of their main changes, the development of animals and birds (parrot, canary, chicken, rabbit, cat), seasonal observations of inanimate and living nature. When organizing long-term observation, the teacher must know the main stages of growth and development of a plant or animal. In accordance with them, observation is divided into a system of episodic ones. Each episodic observation is carried out when the changes in the object are quite pronounced.

in autumn The teacher monitors the weather conditions daily. In order for children to learn to pay attention to air temperature, he invites them to wear a doll for a walk. Children should be consulted about what is best to put on the doll. As it gets colder, the teacher pays attention to how the children themselves are dressed. Offers to touch cooled objects: a bench, a wall of a house, pebbles. On days when the sun either shines brightly or hides behind the clouds, you need to “look” for the sun, ask the children why it has darkened or become lighter. Children should pay attention to the wind, and for this it is useful to take out pinwheels, paper ribbons for a walk, and inflate a balloon with the children. In the fall, they organize monitoring of the rain: they listen to how it knocks on the roof, on the glass windows; watching puddles appear on the street.

in winter use various methods to help children understand changes in air temperature: the teacher and the child dress the doll in preparation for a walk, reminding them that it is cold outside, severe frost and therefore the doll needs to be dressed warmly. During the walk he offers children a short time take off your mittens and feel the cold. Draws attention to how warmly children and adults are dressed. At the beginning of winter, after a snowfall, it is recommended to take a targeted walk around the area and show the children how much snow there is around, lying on the ground, on the trees, on benches, on the fence, on the roofs of houses.

Spring. At the beginning of spring, children should pay attention to the fact that the sun has become dazzlingly bright. It is useful to watch the sun's ray ( sunbeam). In spring, water games are organized. The teacher pays attention to its properties (it flows, objects are reflected in it), puts plastic, paper, wooden boats into the stream and the children watch how they float. The calendar game “What’s the weather today?” is of great interest to them. Every day, returning from a walk, the guys move the arrow so that it points to the picture corresponding to the given weather.

Summer. Monitoring of weather conditions continues. According to some signs, preschoolers begin to determine the warm and hot times of the day. The teacher helps them realize this with questions: why did you take off your warm clothes today? Why didn’t you take off your jacket (shirt) yesterday? Why are the rocks (sand) so hot today? Wind monitoring continues. The teacher takes out pinwheels and paper ribbons for a walk. Pay attention to how the trees sway, the leaves rustle and flutter in the wind.

Nature calendar as a means of consolidating knowledge

A nature calendar can be a valuable tool for getting to know nature. In the middle group, it should be simple in terms of the material presented, and bright. With the help of a calendar, you can preserve in children’s memory for a long time interesting impressions from observations on the site, walks, excursions. The children's drawings reflecting what they saw are placed by the teacher on the calendar. In this case, you should select those that most accurately or figuratively represent what you saw.

In the older group of kindergarten, the nature calendar can be somewhat complicated, since children of the sixth year of life have increased the ability to perceive and comprehend natural phenomena, reflect what they see in drawings, as well as simple schematic images.

Fig.1 Example of a nature calendar

Seasonal natural phenomena and weather conditions can be presented in the calendar in more detail, using symbols. At the same time, the teacher should use the calendar not only as a means of recording children’s observations, but also to develop their ability to “read” the calendar.

Fig.2 Observation of nature

Observation skills that have increased by older preschool age, as well as the knowledge accumulated by children about weather variability, make it possible to use a significant number (6-7) of conventional images in the calendar weather phenomena. For example, autumn phenomena weather conditions can be represented by conventional images.

By the second half of the year, children in the older group have some basic knowledge about time (day, week). Therefore, the teacher can add a conventional image of the week to the calendar (a strip with cells according to the number of days of the week) and teach children to independently note the weather conditions. Such fixed observations allow children to show the variability of weather, the dynamism of natural phenomena in a relatively short period of time, and also to consolidate ideas about the days of the week. The nature calendar in the older group, as well as in the middle group, should include the most interesting drawings of children, reflecting their observations of the weather, the life of plants and animals, and people.

The teacher should encourage children to independent observations, express interest in this activity, evaluate it positively, create the need to sketch what you see, talk about it using your drawing. Near the nature calendar it is good to have everything you need for drawing - paper, pencils or paints.

Nature calendars are designed differently in the older group. For example, at the beginning of the year, a calendar with a slight complication compared to the average group may be used. In it, plot pictures depicting various seasonal phenomena are replaced by conventional images. Images of new weather conditions are being added

Introducing children to seasonal natural phenomena using the example of autumn

Autumn is one of the favorable times of the year for observing changes in nature. When studying natural phenomena, the teacher draws the attention of preschoolers to many signs of different seasons and teaches them to trace the connection between them. It is important to start introducing children to autumn nature from the very first days school year. Children gain knowledge in this area gradually, cyclically, adding to it year after year.

Familiarization with the phenomena of autumn nature for younger preschoolers

This process begins primarily on daily walks. Children are invited to observe the phenomena of inanimate nature.Younger preschoolers are taught to notice changes in the weather: the sun shines and warms less, it rains often, it’s cold, the wind shakes the trees, plucks leaves that fall, swirling in the air. The teacher draws the children’s attention to the fact that people began to dress warmly, wear waterproof shoes, and wear umbrellas. It is necessary to point out to the children the appearance of puddles after the rain and encourage the pupils to establish a cause-and-effect relationship: it rained - there were puddles on the ground, the sun came out - the puddles dried up.

Thanks to systematic observations behind the rain, children will be able to understand the appearance of snow: first It is raining more and more often, then it becomes colder, until finally the first snowflakes and ice appear. Observations of weather changes can be associated with games. For example, when playing with pinwheels, children notice that when the wind blows, these toys spin. After this discovery, the teacher can invite the kids to think about why the trees sway. The most striking changes occur in the fall in the plant world.

IN autumn period The guys observe how the leaves of the trees have changed: they changed color and began to fall off. With the help of appropriate games and leading questions from the teacher, children should come to the conclusion that different trees different colors leaves. For example, the game “Find the same one” is useful. The teacher makes cards from similar leaves of the same tree, mixes them and asks the child to find a pair of one of the elongated pictures. Fallen leaves can be collected for an autumn bouquet, which is then placed in a corner of nature.

It is important for the teacher to evoke in children the first aesthetic experiences of perceiving the beauty of autumn trees. This is facilitated not only by the teacher’s direct words, but also by the tactile sensations of preschoolers during leaf fall: they run on dry leaves, listen to their rustling, which helps them to more deeply experience the beauty of autumn nature. Autumn flowers in the flower garden (gladioli, dahlias, asters, marigolds) bring a lot of joy to children. The teacher notes the differences between these varieties and the summer varieties, and also shows the children how to dig up flowering plants, replant them in pots, and decorate the group room with them.

Children also watch how adults and older children harvest vegetables. Younger preschoolers are shown what has grown in the garden beds in the fall and are asked to pull out onions, carrots, and beets on their own.

Children should pay attention to the birds. This is best done by feeding the birds. During the feeding process, the teacher reports that different birds fly to the site. From time to time, after observing on walks, the teacher should hang pictures in a corner of nature depicting the birds that the children saw that day. Having arrived in the group, you need to ask: “Who did we see on our walk today? That’s right, a sparrow. There is the same sparrow in this picture.” Soon the children will notice that they are seeing fewer and fewer birds. The teacher explains to them that they are gathering in large flocks and will soon fly away to warmer climes. The kids are also told (and subsequently shown) that the older kids will feed the remaining wintering birds. Younger preschoolers make their contribution as much as they can: they collect seeds for winter feeding of the birds.

At the same age, children learn the simplest habits of other living creatures: in the fall, insects hide, a hare changes its coat, a bear looks for a den.

Rain, rain, drip and drip! Wet paths.

Anyway, let's go for a walk and put on our galoshes.

In middle preschool age, children begin to learn more complex concepts and patterns.

Observing the phenomena of inanimate nature, they establish deeper (compared to last year) cause-and-effect relationships: the sun shines little, so it has become cold; The birds do not have enough food, they need to be fed.

At the same time, it is still difficult for children to determine the transition from summer to autumn based on the first signs. Signs of transitional seasons (spring, autumn) are mastered more slowly than winter and summer. Therefore, it is necessary to prepare preschoolers to master these concepts gradually, based on the accumulation of their sensory experience and the formation of specific ideas about individual characteristic features every season.

The teacher, giving the children some new knowledge, relies (remembers with them or tells them again) on facts already known to them.

For example, children can already establish the sequence: warm summer rain - autumn, cold snap - cold lingering rain - snow. But they cannot yet fully relate these changes to solar activity. The teacher gives them the task: to trace where the puddles dry up first - in the shade or in the sun, and then asks why this happens. When frost appears (i.e., the first frost occurs), the teacher pays attention to changes in the soil: it has become hard, it is more difficult to dig up. On an evening walk, the children begin to notice that the sun sets earlier. After repeated observations, preschoolers will be able to conclude that it takes a certain path. The teacher tells them that it is autumn and the path of the sun is shorter.

Also, during walks, the teacher still draws the children’s attention to the leaves of the trees. Just like last year, he is trying to show them the beauty of golden autumn. In parallel with this, it is useful to play games like “Find out the tree”, “Which tree does the leaf come from”. This game is also interesting: children depict various trees and hold leaves in their hands. According to the instructions of the teacher, they perform various actions. For example, the teacher says: “It’s blowing strong wind and shakes the trees." The children begin to shake the leaves with their hands. "The leaves are spinning" - everyone is spinning, raising their hands. "And now the leaves have flown to the ground" - the guys throw up the leaves, squat.

At this time of year, preschoolers collect leaves for bouquets, and the teacher simultaneously points out to them that some of them turn yellow, red, or fall off earlier than others, and some, such as lilac and oak leaves, remain green for a long time and do not fall off.

At the same age, preschoolers become familiar with the concept of “leaf fall.” The guys run through the fallen leaves and play with them. It would be appropriate to read the corresponding poem to them.

When all the leaves have fallen, it is advisable to take the children for a walk in a park, preferably with coniferous trees. Here the children practice recognizing trees without leaves, and also compare the decoration of spruce and pine with other trees.

At the site, preschoolers rake up fallen leaves and take them into pits to prevent pests.

For emotional basis To master knowledge, the teacher shows pictures about autumn and reads poetry. The impressions obtained during observation should be consolidated in didactic games and art classes.

The oak tree is not at all afraid of rain and wind.

Who said that oak is afraid of catching a cold?

After all, it remains green until late autumn.

This means that the oak is hardy, which means it is hardened.

In the middle group, observations of the flower garden plants also continue. The guys need to be brought to the conclusion that there are fewer and fewer flowering plants. To better familiarize yourself with autumn flowers, you can play the game “Guess what you’re up to” with preschoolers (children must describe flowering plants). It is also advisable to conduct a variety of didactic games.

You can dig up bushes of asters, marigolds, marigolds and transfer them to the group for further observations. It is also a good idea to organize a collection of large seeds from flower garden plants, such as nasturtiums and marigolds, so that children can compare them. It is necessary to show how to collect seeds, to teach how to distinguish ripe from unripe. After walking in a group, the seeds are examined and sorted.

Middle-aged preschoolers can already actively take part in harvesting. The teacher draws the children’s attention to the fact that they took good care of the vegetable crops and therefore reaped a good harvest. Children also learn to distinguish ripe vegetables from unripe fruits by size, color, shape, and density. To consolidate knowledge about vegetables, you should conduct an appropriate lesson. If possible, you should visit an orchard (or plot) while picking apples. Children will admire the apples and feel their aroma; The teacher will explain to preschoolers that an apple is ripe if its seeds are dark.

Bird watching continues. During a walk, the teacher asks you to stand quietly, listen to the sounds in the park: “What can you hear? Are the birds singing?”, name them. The guys look at different birds, compare them by size, color, habits, and distinguish them by the sounds they make. The teacher reminds the children that it is very difficult for birds to find food in the cold season, so they need to be fed. Middle-aged preschoolers no longer just observe feeding, but directly participate in it. Together with the teacher, they determine a place for the feeders, and then hang them up. Every day, when going for a walk, children stock up on bird food. The teacher also teaches the children to notice which bird is more willing to peck at this or that food.

Gradually, the guys notice that insects are not visible at all: butterflies, beetles, grasshoppers. You can invite children to look for insects under fallen leaves, in cracks and crevices of bark, under stones and think about why they hid there.

Also, the teacher partly reminds and partly talks about changes in the life of forest animals: a squirrel stores food, a hedgehog is looking for a mink, a bear is looking for a den, a hare is changing its coat.

In the older group, children are introduced in more detail to the connections in inanimate nature that are understandable to them, to the causes of the occurrence of certain phenomena, to the influence of inanimate nature on the life of plants and animals, and human labor. This becomes possible because in the sixth year of life the child is already able to compare, generalize the signs of observed objects and phenomena, and think independently. Curiosity develops.

State of the art cognitive processes in children of senior preschool age is sufficient for them to acquire systematic knowledge about seasonal changes in nature. A 5-6 year old child can also understand the sequence of natural phenomena. Therefore, in the older group, children form a generalized idea of the seasons.

Already at the very beginning of autumn, the teacher draws the attention of preschoolers to the signs of the onset of this season. The autumn weather is systematically observed with children (from the window of the room, on walks and excursions into nature).

In addition to the already familiar observations (the length of daylight hours, temperature changes and solar activity), new ones are being carried out. With the help of the teacher, preschoolers notice that at the beginning of autumn the sky is clear with small clouds, the air is transparent. At the end, the sky is gray, often cloudy. Observations are carried out before and after rain, so that the children clearly understand its connection with the clouds.

Together with the teacher, children note the strength and direction of the wind every day. In late autumn, the pupils' attention is fixed on the fact that when they wake up in the morning, it is dark outside the window. Lead them to the conclusion that the days have become shorter (the sun rises later and sets earlier). Children will learn the reason for the change in the length of day and night, and the weather patterns in a given season.

At this age, they can already characterize the weather conditions: cloudy, rainy, cold, windy, sunny. Thanks to these skills, as well as constant observations depending on the weather (in the morning and evening it is noticeably colder than during the day; in the middle and at the end of autumn the cold intensifies, puddles freeze, roofs are covered with frost), children form ideas about the influence of the sun on the change of day and night, about its role in the life of plants and animals, that it is a source of light and heat. The teacher explains that depending on the position of the earth relative to the sun, the seasons change.

To understand the reasons for the change of seasons, you need to play a game that reflects actions that simulate the movement of the earth around the sun: “Why is there a different season?” Children independently determine the connection between the location of the earth relative to the sun and the season. To clarify and expand students’ knowledge about the seasons, it is necessary to read fiction: K.D. Ushinsky "Autumn", N.I. Sladkova “Autumn on the Doorstep”, “September”, “October”, “November”, etc. For the same purpose, it is good to read excerpts from the corresponding poems and make riddles.

In order to form in children a generalized idea of autumn as a time of year when living conditions for living beings change significantly, you can conduct a lesson “Autumn”, in which preschoolers are asked to explain proverbs related to the characteristics of autumn nature.

You can tell the children that in the fall one day is equal to night, and it is called the autumn equinox. At this time of year, the stars and moon are already visible on evening walks. It is necessary to explain to the pupils that they are always in the sky, although they are not visible during the day. Sometimes they are not visible even in the evening; children should be able to associate this with the clouds.

In general, in the older group, preschoolers form ideas about inanimate nature as the habitat of animals and plants, and about some meteorological phenomena that influence processes in living nature.

As last year, the teacher draws the children’s attention to changes in leaf color and leaf fall.

The teacher helps the children establish a connection between leaf fall and the first frost. Older preschoolers should understand the meaning of leaf fall: when leaves fall, they protect trees from loss of moisture and freezing, and prevent branches from breaking off during strong winds and snowfalls. Fallen leaves protect the roots of the tree: covering the soil with a continuous carpet, they thereby protect it from frost. In addition to protecting the root system from cold, the leaves, when rotting, make the soil nutritious. The kids can even help this process by collecting leaves in a pile, shoveling them and watering them abundantly. Preschoolers learn that leaves need to be removed only from paths, and that it is better to leave them under trees.

At this time of year, the teacher tries to give children pleasure from observing autumn nature.

Knowledge of autumn changes in the plant world is not limited to observations of tree leaves. Pupils can be shown various seeds and fruits: oak (acorns), coniferous trees (children will be happy to compare different cones and find seeds in them). With fruits and seeds you can play the game “Whose branch are the babies from?” - preschoolers find fruits from this or that tree. This game will also arouse interest: the fruits of one tree are placed with the leaves of another and children are invited to eliminate the confusion.

In late autumn, you need to show the pupils the buds and tell them that they are dormant and will bloom only in the spring.

In older preschool age, children continue to become acquainted with autumn colors.They learn that there are annual and perennial plants, collect their seeds and learn to determine from the seed what will grow from it. Useful to carry out didactic game“In our flower garden” (the child identifies the plant by the seeds).

At this time of year, children can watch the planting of tulip bulbs, daffodils, and crocuses in the ground, as well as how the soil is prepared for the lawn. They themselves can participate in the latter:

insulate the perennials remaining in the ground with leaves and grass;
clean the flower garden, removing dried stems and roots of annual plants;
dig up the soil along with organic fertilizers.

Dahlias, gladioli, and tuberous begonias that do not overwinter in the ground should be moved indoors. They are stored in a dry and dark place at a temperature of 5 - 7 0 C.

During your walk, you should take the children to the park, where they can see adults preparing flower beds for winter. As before, preschoolers continue to participate in the harvest, but this year they are much more active.

In the senior group, the content of work is significantly expanded, which introduces adults to seasonal work. Preschoolers watch the digging of potatoes, their collection, and their storage. Targeted walks to the orchard are organized. Children will learn how adults insulate trees for winter. During such walks, they can provide all possible assistance - support the plant during planting, cover it with soil, and water it. We need to show the children a late variety of apples - green Antonovka.

Animal observations continue, primarily birds.

At this age, preschoolers already know that birds are divided into wintering and migratory. The teacher can organize observations of the gathering of migratory birds into flocks and their departure. During a walk to the rookery, it is advisable to draw the attention of preschoolers to the surrounding nature, remember the lines from the poem by N. Nekrasov: " Late fall, the rooks flew away. The forest was exposed, the fields were empty...".

Older preschoolers are able to understand more complex cause-and-effect relationships. Therefore, you need to explain to them that many birds do not fly away because they are cold. Children should be aware of another connection between the drop in temperature and the flight of birds to warmer climes: colder weather - withering of plants - disappearance of insects - flight of birds.

For better absorption information about autumn in general and birds in particular, appropriate classes should be conducted. At them, the teacher once again reminds the children of the need to take care of the remaining birds, talks in more detail about the proper care of them, and clarifies the students’ knowledge about this or that bird.

At the end of the lesson, we should invite the children to think about why we protect birds and what benefits they bring.

The teacher tells the children that in order for birds to constantly fly to the feeders, they (the feeders) must always be kept in the same place, and in winter, brooms of weeds should be stuck into the snow next to them.

We continue to get acquainted with the habits of animals in the autumn. The teacher introduces children to the seasonal features of the lifestyle of amphibians related to environmental conditions (for example, a frog stays awake when it is warm, but falls asleep when cold weather sets in).

The teacher talks about how hedgehogs prepare for winter, what supplies squirrels make for the winter.

It is necessary to systematically test children's knowledge about insects, as well as how clearly the children understand the reasons for the disappearance of butterflies and beetles, and show them numb insects in crevices.

These stories and observations help preschoolers develop knowledge about the adaptability of wild animals to seasonal (winter) conditions. Children understand the chain of connections: weather- availability (absence) of food - animal’s lifestyle.

To create an emotional and cognitive atmosphere among children, as well as to help them more fully and consciously absorb knowledge about autumn, you can conduct leisure activities “Autumn - Eight Changes”. The guys will get to know folk proverbs, sayings, will learn to guess riddles about autumn and, most importantly, will receive motivation for further observations.

CONCLUSIONS

The most favorable conditions for plant life are created in the summer: the days are long, the air temperature rises, and heavy rainfall occurs. In autumn, the length of the day gradually shortens, the air temperature drops, and plant life freezes: they prepare for a state of dormancy.

When developing a specific lesson, the teacher must turn to the kindergarten program and determine the amount of knowledge, cognitive or practical skills that must be acquired by children. It is most advisable to use classes conducted by observation for this purpose. Widely used and special kind classes - excursions into nature. If direct observation of objects is impossible or difficult for some reason, the accumulation of specific ideas can be carried out in classes using didactic pictures (examination of pictures with natural history content).

The teacher introduces children to existing natural phenomena, explains the causes and relationships between them. First, children get acquainted with specific items and phenomena surrounding nature. Here they develop the ability to highlight certain aspects and qualities of objects. Gradually, they not only become aware of the object, perceive its qualities and purpose, but also learn the relationship of objects to each other. When children begin to ask questions “why?”, this means that their minds are ripe to perceive the interconnection of phenomena.

An observant child has a sense of the beauty of nature, which helps the teacher develop his artistic taste and understanding of beauty. If a teacher teaches children to admire the bright colors of the sky at sunset and sunrise, the flight of a swallow, the vastness of fields, the child will develop a sense of beauty, he will be surprised and rejoice at beauty, and will be able to understand more deeply. the world, will strive to create beauty with his own hands together with the teacher in his kindergarten, and in the future in any work.

Nature is full of extraordinary wonders. It never repeats itself. The teacher should teach children to look for and find new things in what is already known and seen.

On walks and excursions, the teacher must show the collective work of people. Children will understand the work of a farmer in the field, in the garden on the ground. This is how a sense of respect for the work of adults is fostered; children learn to protect the work of others. Raised in this way, a person will not walk on lawns, throw bread, or pollute rivers. Children should know that man transforms nature by skillfully influencing it.

Children are constantly in contact with nature in one form or another. Endlessly diverse world nature awakens in children a keen interest, curiosity, encourages them to play, work, artistic activity. Introduce the child into the world of nature, form realistic ideas - knowledge about its objects and phenomena, cultivate the ability to see beauty native nature, love, caring attitude towards her - the most important tasks preschool institutions. It is important to teach children the aesthetic perception of objects and natural phenomena.

Observations of the surrounding reality have a profound impact on comprehensive development child's personality. The child’s comprehension of what he perceives and the reflection of the results of observation in speech develops the independence of his thoughts, intelligence, criticality of the mind, enriches the preschooler’s vocabulary, improves speech, memory, attention and lays a reliable foundation for the formation of a materialistic worldview.

Bibliography

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Deryabo S. D., Yasvin V. A. “Nature: the object or subject of personal relationships”, Moscow, “School of Health”, 2001, vol. 1,2.
Methods of introducing children to nature in kindergarten / Ed. P.G. Samorukova. - M.: Education, 1992. - 240 p. 5-09-003254-8.
Meremyanina O. The region in which I live / O. Meremyanova // Preschool education. -1999. - No. 5. - pp. 44-39.
Meremyanina O. “The land in which I live” / Preschool education. -1999 - No. 5. -44-39 pages.
Nikolaeva S. N. “Creating conditions for environmental education of children”, Moscow, “ New school", 1993
Education and training program in kindergarten / M.A. Vasilyeva. - M.: Education, 1985.-240 p.
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Uruntaeva T.A. Introducing kids to the world around them / T.A. Uruntaeva, A.M. Afonkina. - M., 1997. - 104 p. - ISBN 5-7042-1124-0
Formation of the foundations of an ecological worldview in preschool children. - Volgograd, "Change", 1994

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