Literary musical composition for Teacher's Day. Holiday scenario: Teacher's Day. Literary and musical composition

Game activities in environmental education of preschool children

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

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

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

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

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

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

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

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

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

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

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

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

Classification of games.

Various principles can be used to classify environmental games:

According to specific characteristics;

By thematic distribution of content;

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

According to the direction of action.

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

Creative games:

Role-playing;

Theatrical;

Construction.

Games with rules:

Didactic;

Movable.

By thematic distribution of contentthere is the following classification:

Games on the theme “Wildlife”;

Games on the theme “Inanimate Nature”.

By form of organization and measure of regulation highlight:

Independent play activities of the child;

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

By direction of action are divided into:

Sensorimotor;

Subject;

Transformation games(imitation) ;

Social;

Competitive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Proverbs and sayings about the seasons.

Winter.

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

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

If it blows snow, bread will arrive.

Take care of your nose in the extreme cold.

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

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

Spring.

Spring is rich in water.

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

A spring day feeds all year round.

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

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

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

Summer.

Summer is bad when there is no sun.

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

Summer gathers and winter eats.

June has arrived and there's no end to work.

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

Autumn.

In autumn bad weather there are seven weather conditions outside.

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

I missed the autumn day and lost the harvest.

Autumn time - a bird from the yard.

Thunder in September – warm autumn.

October thunder - for a snow-white winter.

Late leaf fall means a harsh, long winter.

When the goose flies away, snow falls.

Proverbs about the forest:

The plant is a decoration of the earth.

Groves and forests are the beauty of the whole world.

Walk through the forest - watch your step.

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

Forest and water are brother and sister.

Don’t destroy a lot of forest,

There are few forests - take care,

If there is no forest, plant it.

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

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

Proverbs about nature:

Protect birds and animals and always help them!

Whoever destroys nature does not love his people.

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

Finger games:

"Let's plant flowers"

We will dig a hole and plant a seed.

It will rain, it will grow.

First the stem, and then the flower.

Our red flowers are spreading their petals.

The breeze breathes slightly, the petals sway.

Our red flowers cover their petals,

They shake their heads and quietly fall asleep.

"Plant"

Lots of different plants everywhere:

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

In the spring morning they open their petals.

Beauty and nutrition to all petals

Together they give roots underground.

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

Physical education minutes:

"Walk in the Woods"

Children walked through the forest

Nature was observed

We looked up at the sun,

And their rays warmed them.

Butterflies were flying

They flapped their wings.

A bee landed on my nose.

Look down friends.

We raised the leaves

They picked berries into their palm.

We had a good walk!

And a little tired.

"Frogs"

There are two girlfriends in the swamp,

Two green frogs.

In the morning we washed ourselves early,

Rubbed with a towel,

They stomped their paws,

Leaned to the right, to the left

And they returned back.

That's the secret of health.

Hello to all my friends!

Forest rules.

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

Run, jump and play, just don’t forget

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

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

Don't break oak branches. Never forget

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

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

Let the butterflies fly, who are they bothering?

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

Nature games.

"Flies, swims, runs"

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

"I know" (ball game)

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

"Air, earth, water"(ball game)

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

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

"Chain"

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

"Choose what you need"

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

"What it is?"

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

"In my garden"

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

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

"Protect nature"

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

Introduction

environmental education preschool age

The foundations of ecological culture are laid at an early age, when a child first enters the world of knowledge about nature. Children's future attitude towards nature will largely depend on whether they realize its value and how deeply aesthetic and moral attitudes towards natural objects will be cultivated. Forming a responsible attitude towards nature in children is a complex and lengthy process.

Ecological culture cannot develop without awareness of the currently existing environmental situation. Understanding of global, planetary problems, environmental problems of Russia creates concern and concern, gives the teacher an outlook and an incentive to carry out a variety of pedagogical work. Against this background, it is easy to comprehend the goals and objectives of environmental education of preschoolers.

Numerous studies by outstanding teachers and psychologists have long proven that purposeful work on environmental education for children will be successful if a variety of environmental games are used in the process of this education.

The purpose of the abstract work is to study the game as a means of environmental education for preschool children. To achieve it, it is proposed to solve the following tasks:

Determine the psychological and pedagogical foundations of environmental education for preschool children;

Determine the role of games in environmental education of preschool children;

To explore the methodology of using games as a means of environmental education for preschool children.

1. Psychological and pedagogical foundations of environmental education for preschool children

The intrinsic value of preschool childhood is obvious: the first seven years in a child’s life are a period of rapid growth and intensive development, a period of continuous improvement of physical and mental capabilities, the beginning of personality formation.

The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously navigate the surrounding objective-natural world, and isolate its values.

During this period, the foundations for interaction with nature are laid; with the help of adults, the child begins to recognize it as a common value for all people.

As evidenced by psychological and pedagogical research of recent decades (A.V. Zaporozhets, N.N. Poddyakov, S.N. Nikolaeva, I.T. Suravegina, etc.), in preschool age it is possible to form the foundations of an ecological culture.

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

As studies by domestic and foreign scientists (L.S. Vygotsky, A. Maslow, J. Piaget, B.D. Elkonin) show, the period marking the transition from preschool to primary school age is especially favorable for the development of basic personality qualities.

This is due both to the high sensitivity of children of this age and to the development of elements of voluntariness, self-awareness and self-control, which provides the preschooler with a certain level of consciousness and independence of action.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of “leading children into nature” in order to tell them everything accessible and useful for their mental and verbal development.

The ideas of introducing preschoolers to nature were further developed in the theory and practice of Soviet preschool education in the methodological manuals of M.V. Lucic, M.M. Markovskaya, recommendations of Z.D. Sizenko; More than one generation of educators studied from S.A.’s textbook. Veretennikova. A major role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting to know the world around us, accumulating, clarifying and expanding reliable information about nature (Z.D. Sizenko, S.A. Veretennikova, A.M. Nizova, L.I. Pushnina, M.V. Lucich, etc.).

Research that began to be carried out in the 1950s in the departments of preschool pedagogy at pedagogical institutes played a great role in the scientific substantiation of the method of getting to know nature. One of the first is a study by E.I. Zalkind, dedicated to introducing preschoolers to birds, showed how important the correct organization of sensory perception of natural objects is: thoughtful guidance of observations gives children many impressions, which are transformed into specific and generalized ideas and contribute to the development of speech.

In the early 1970s, pedagogical research began to be carried out, which later became the core of the theoretical and experimental substantiation of the methodology of environmental education for preschool children. This was due to new ideas initiated by the Academy of Pedagogical Sciences. Child psychologists (V.V. Davydov, D.B. Elkonin, etc.) proclaimed the need:

complicating the content of training - introducing theoretical knowledge into it that reflects the laws of the surrounding reality;

building a system of knowledge, the assimilation of which would ensure the effective mental development of children.

The implementation of this idea in the field of preschool education, which was supposed to ensure good preparation of children for school, was carried out by A.V. Zaporozhets, N.N. Poddyakov, L.A. Wenger (Research Institute of Preschool Education APN). Psychologists have substantiated the position that preschool children can master a system of interrelated knowledge that reflects the laws of one or another area of ​​reality if this system is accessible to visual-figurative thinking, which prevails at this age.

In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I.A. Khaidurova, S.N. Nikolaeva, E.F. Terentyeva, etc.) and nonliving (I.S. Freidkin, etc.) nature. In studies devoted to living nature, the leading pattern was chosen as the one that governs the life of any organism, namely the dependence of the existence of plants and animals on the external environment. These works marked the beginning of an ecological approach to introducing children to nature.

The last decade of the twentieth century can be called the time of development of two significant processes from an environmental point of view: the deepening of the planet’s environmental problems to a crisis state and their understanding by humanity. Abroad and in Russia during this period, the formation of a new educational space took place - a system of continuous environmental education: conferences, congresses, seminars were held, programs, technologies, educational and methodological aids were created for various categories of students.

In our country, a general Concept of continuous environmental education has been formed, the initial link of which is the sphere of preschool education.

Nikolaeva S.N. It has been proven that the formation of environmental culture during preschool childhood is possible if:

 children will be included in a purposeful, systematic pedagogical process called environmental education, which is based on the leading ideas of ecology adapted for preschool age, reflecting the natural relationships in nature and the connection between man and nature;

 a system of methods and technologies of environmental education will be used, built on types of activities typical for the preschool period (practical, cognitive and creative), which evoke an emotional response in children and ensure the assimilation of environmental knowledge, the formation of practical skills to consciously and carefully interact with natural objects;

 an ecological and developmental environment will be created in the space where children live, allowing for meaningful interaction between preschoolers and natural objects;

 Educators develop a professional environmental culture, including: ideas about the environmental problems of the planet, country, region of residence, understanding of the impact of environmental pollution on people's lives, civic responsibility and practical readiness to resolve them.

The basics of environmental education are associated with cognitive interest in natural objects and phenomena, systematic ideas about the natural world, the ability to use knowledge about the needs of a living organism for intelligent children's activities and conscious behavior in the natural environment. Cognitive tasks are solved by children during games, examination of materials, and experiments; in the process of observing phenomena of living and inanimate nature; during the discussion of observed phenomena, as well as in productive activities, labor and other types of children's activities.

Environmental education should be continuous at all stages of education. In kindergarten, the scientific foundations for understanding the natural connections in the “Nature - Society - Man” system are laid. Responsibility for improving and transforming the environment is formed.

The tasks of environmental education are the tasks of creating and implementing an educational model that achieves an effect - obvious manifestations of the principles of environmental culture in children preparing to enter school.

The main objectives of environmental education for preschool children are:

1. Development in children of subjective experience of emotional and sensory communication with nature, ideas and elementary concepts about the world around them, interconnections and relationships in it, as the basis for the development of environmental consciousness and ecological culture of the individual.

Fostering an emotional and value-based attitude towards the natural environment.

Development of experience in practical and creative activities in the implementation and consolidation of knowledge and emotional and sensory impressions obtained through interaction with the natural environment, as well as in the reproduction and preservation of the natural environment.

To implement these tasks, it is necessary to highlight the leading principles of preschool environmental education: scientific character, humanization, integration, systematicity, regionalization.

So, kindergarten is one of the first links where the foundations of environmental culture are laid. The outstanding teacher V.A. left us a great legacy in the field of educating children in the environment. Sukhomlinsky. In his opinion, nature underlies children's thinking, feelings and creativity. The famous teacher closely connected the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor.

V.A. Sukhomlinsky assessed nature as an “eternal source of thought” and good feelings for children. The “lessons of thinking in nature” taught by this wonderful teacher are well known. “Go to a field, a park, drink from the source of thought, and this living water will make your pets wise researchers, inquisitive, inquisitive people and poets.”

The preschooler’s immediate environment and everyday communication with the environment provide convincing examples for revealing various aspects of human interaction with nature, equipping them with the skills to live in harmony with it.

Thus, we found that the authors most often understand the formation of environmental culture, environmental consciousness, caring attitude and love for nature as the goals and objectives of environmental education.

2. The role of games in environmental education of preschool children

Play, the most important activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children’s games in the following way: “Play is important in a child’s life, it has the same importance as the activity of work and service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the education of a future leader occurs, first of all, in the game...”

Educators and psychologists pay great attention to gaming activities and believe that the main function of the game is developmental: it increases intelligence, promotes the sensory perception of the world and the emotional well-being of the child.

The game develops and pleases the child, makes him happy. In the game, the child makes his first discoveries and experiences moments of inspiration. The game develops his imagination, fantasy, and, consequently, creates the ground for the formation of an initiative, inquisitive personality.

So, play, among all other activities, is of paramount importance in preschool childhood. Preschool age is considered the classic age of play. During this period, a special type of children's play emerges and takes on its most developed form, which in psychology and pedagogy is called plot-role play. In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Gaming activity influences the formation of arbitrariness of all mental processes - from elementary to the most complex. Thus, voluntary behavior, voluntary attention and memory begin to develop in the game. When playing, children focus better and remember more than when given direct instructions from adults. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is the earliest and easiest to be identified by a child in play.

In developing children's emotional attitude towards nature, the teacher uses many types of games. With children he conducts very simple outdoor games, one way or another based on ideas about nature. These games reinforce the first grains of knowledge that children gain through observation.

Great opportunities for developing environmental feelings in relation to the world around us lie in games, especially didactic ones.

Carrying out games in natural conditions has its own difficulties: children are easily distracted, switch their attention to foreign objects, people, etc. Therefore, in such games it is advisable to use visual, artistically designed material, come up with interesting game moments, actions, and keep all children occupied with solving a single problem. tasks. In their practice, teachers resorted to the help of a fairy-tale hero - Mushroom the Forester, in whose outfit the teacher dressed up. With the help of a fairy-tale hero, you can play any game, for example, “Mushroom Meadow”, “Autumn Forest”, “Build a House for an Animal”, “Prepare Medicine”, etc. The game can also be decorated with musical accompaniment. Children really like games, by participating in which they can win based on their knowledge.

Transformational games aimed at developing empathy in a child for animals, plants, and inanimate objects help develop positive emotions towards nature.

In physical education classes, children are taught various types of movements and play exercises in the form of imitative movements and games in which the child must reproduce familiar images of animals, birds, insects, trees, etc. Imaginative and imitative movements develop in preschoolers creative motor activity, creative thinking, orientation in movements and space, attention, imagination, etc.

Children “test” the knowledge acquired in classes in the form of a game in independent experimental activities based on the trial and error method. Gradually, elementary experiments become experimental games, in which, as in a didactic game, there are two beginnings: educational - educational and gaming - entertaining. The play motive enhances the emotional significance of this activity for the child. As a result, the knowledge about the connections, properties and qualities of natural objects reinforced in experimental games becomes more conscious and durable.

Environmental education for preschool children must be built on a play-based basis, with greater inclusion of different types of games in the pedagogical process.

There are different types of games that are typical for childhood and are included in the process of environmental education for children. These are outdoor games (games with rules), didactic games, dramatization games, constructive games, game-based learning situations.

Creative or role-playing games are of particular importance for the development of children aged 3 to 7 years. They are characterized by the following features:

The game is a form of active reflection by the child of the people around him.

A distinctive feature of the game is the very method that the child uses in this activity. Play is carried out through complex actions, rather than individual movements (as, for example, in labor, writing, drawing).

The game, like any other human activity, has a social character, so it changes with changes in the historical conditions of people's lives.

Play is a form of creative reflection of reality by a child. While playing, children bring a lot of their own inventions, imaginations, and combinations into their games.

Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of a child’s cognitive and moral abilities and strengths.

In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.

It is very important that educators use elements of role-playing games as much as possible: an imaginary situation, role-playing actions and dialogues, simple plots in which some toys are played out. In preschoolers' independent play, these elements are interconnected in a single game process.

The use of role-playing games in environmental education of children is based on a number of theoretical positions expressed by famous researchers, teachers and psychologists. Thus, according to A.V. Zaporozhets, play is an emotional activity, and emotions influence not only the level of intellectual development, but also the child’s mental activity and his creative capabilities. The inclusion of elements of role-playing play in the process of forming children's ideas about nature creates an emotional background, thanks to which preschoolers will quickly learn new material.

It is known how multifaceted the game is; it develops, educates, socializes, entertains and provides relaxation. But historically, one of its first tasks is training. Game learning has the same features as games:

free developing activity, undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the process of activity itself;

creative, improvisational, active in nature activity;

activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;

an activity that is imitative in nature, in which the professional or social environment of a person’s life is simulated.

an activity isolated by place of action and duration, within the framework of space and time.

Thus, the essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality. Play is a means for a child to understand reality. A game as a method of environmental education is a game specially organized by the teacher and introduced into the process of learning about nature and interacting with it.

3. Methods of using games as a means of environmental education for preschool children

The process of play activity, in which preschoolers feel an increased need, allows: to provide the opportunity to assimilate environmental concepts; awaken interest in nature and develop a value-based attitude towards it; to form motives and practical skills for environmentally appropriate activities; provide opportunities for independence, initiative, cooperation, responsibility and the ability to make good decisions; control and evaluation of the results of our own environmentally oriented activities.

Play is an emotional activity: a child playing is in a good mood, active and friendly. If we consider the role of didactic games in environmental education, then it should be said that the effectiveness of introducing children to nature largely depends on their emotional attitude towards the teacher who teaches, gives tasks, organizes observations and practical interaction with plants and animals. Therefore, the first point, which combines two aspects of pedagogy (play and familiarization with nature), is to “immerse” children in their favorite activity and create a favorable emotional background for the perception of “natural” content. The second significant point is related to the development of children’s attitude towards nature, which, within the framework of environmental education, is the end result.

Psychologists consider play activity as a manifestation of the child’s existing positive attitude towards the content that it contains. Everything that children like, everything that impresses them, is transformed into practice play. Therefore, if preschoolers organized a game based on a natural history plot (zoo, farm, circus, etc.), this means that the resulting ideas turned out to be vivid, memorable, evoked an emotional response, and were transformed into an attitude that provoked it. In turn, the assimilation of knowledge about nature through games that evoke emotions cannot but influence the formation of a careful and attentive attitude towards objects of the flora and fauna. And environmental knowledge, which evokes an emotional reaction in children, will enter into their independent play and become its content, better than knowledge whose impact affects only the intellectual sphere.

Play and environmental education are in some respects opposite: during play, the child is relaxed, he can take initiative, perform any actions that could make the game better or worse, but no one will get hurt, i.e. he is physically and morally not limited in this activity. Understanding nature and interacting with it require taking into account the specifics of a living organism and therefore impose many prohibitions and limit the child’s practical activities.

The structure (structure of a didactic game according to A.K Bondarenko) of a didactic game is formed by main and additional components.

The main components include: didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.

The main goal of any didactic game is educational, which is why the main component in it is a didactic task, which is hidden from the preschooler as a game. The child is simply playing, but in its internal psychological meaning it is a process of direct learning.

 The didactic task is determined by the goal of teaching and raising children in accordance with the educational program, where for each age group the amount of knowledge, skills, and abilities that children must master is determined.

 Game actions The game and didactic task is realized in game actions. A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions.

 Game rules. The main purpose of the rules is to organize the actions and behavior of children.

 Didactic material and result: the means of solving a didactic task is didactic material; the result of a didactic game is the solution of gaming and didactic problems, the solution of both problems is an indicator of the effectiveness of the game.

 Additional components of a didactic game - plot and role - are optional and may be absent.

In preschool pedagogy, the whole variety of didactic games is combined into three main types: games with objects (toys), games with natural materials, board-printed and word games.

 Games with objects These games use both toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. The games solve problems involving comparison, classification, and establishing sequence in solving problems.

 Games with natural materials. This type of game is most effective in introducing children to nature; There are story-based and story-free games with natural materials, which bring children as close as possible to nature, because It is advisable to carry them out in natural conditions, while observing great care and prudence in choosing the material and location for the game itself. Such games always arouse keen interest and active desire in children to play. Plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - all this is used as natural material in organizing and conducting educational games of this type. In such games, children’s knowledge about the natural environment around them is consolidated, mental processes are formed (analysis, synthesis, classification) and a love for nature and a caring attitude toward it are fostered.

 Board and printed games are an interesting activity for children when familiarizing themselves with the world of animals and plants, the phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” The developmental tasks that are solved when using them are also different: selecting pictures in pairs, selecting pictures based on a common feature, composing cut pictures and cubes, describing, telling a story about a picture showing actions and movements.

 Word games. Built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena. For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups. The first group includes games that help develop the ability to identify essential (main) features of objects and phenomena; in the second group - games used to develop children’s ability to compare, contrast, notice illogicalities, and make correct conclusions; games, with the help of which the ability to generalize and classify objects according to various criteria is developed, are combined into the third group; In a special, fourth group, games are allocated to develop attention, intelligence, quick thinking, endurance, and a sense of humor.

Management of didactic games is carried out in three directions: preparation of didactic games, its implementation and analysis.

 Preparation for a didactic game includes: selection of the game in accordance with the objectives of education and training; establishing compliance of the selected game with the program requirements for raising and educating children; determining a convenient time for conducting a didactic game; choosing a place to play; determining the quality of players; preparing the necessary didactic material for the selected game; preparation for the game by the teacher himself; preparing children for play: enriching them with knowledge about the objects and phenomena of the surrounding life necessary to solve the game problem.

 Conducting didactic games includes: familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified); explanations of the course of the game and the rules of the game.

 The analysis of the game is aimed at identifying the methods of preparing and conducting it: which methods were effective in achieving the goal - this will help improve both the preparation and the process of playing the game itself. The analysis will reveal individual characteristics in the behavior and character of children.

Thus, we can say that a didactic game is a verbose, complex, pedagogical phenomenon: it is both a playful method of teaching preschool children, an independent play activity, and a means of comprehensive education of a child.

Environmental educators S.N. Nikolaeva and I.A. Komarova suggested using role-playing games and a variety of game-based learning situations in the practice of working on environmental education for preschoolers.

In their opinion, a game-based learning situation is a full-fledged, but specially organized plot-role-playing game. It is characterized by the following points:

· it has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers;

· equipped with the necessary toys and paraphernalia; space and subject environment are specially organized for it;

· the content of the game contains a didactic goal, an educational task, to which all its components are subordinated - the plot, role-playing interaction of characters, etc.;

· The teacher conducts the game: announces the title and plot, distributes roles, takes on one role and plays it, supports an imaginary situation in accordance with the plot;

· the teacher directs the entire game: monitors the development of the plot, the children’s performance of roles, and role relationships; saturates the game with role-playing dialogues and game actions, through which the didactic goal is achieved.

With the help of game-based learning situations, you can solve various program problems in environmental education of children.

However, we must keep in mind that not every game is environmental in its goals and content. In the practice of preschool environmental education, the selection of games is often not well thought out and, often, random. To implement the objectives of environmental education through games, careful pedagogical selection and analysis of game material is necessary.

When selecting games for environmental education of preschoolers, the following requirements must be observed:

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

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

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

e) Preference is given to those games that allow solving not only the problems of environmental education, but also provide a solution to the general problems of forming the personality of a preschool child;

In a study by Nikolaeva S.Ni and Komarova I.A. The following classification of game-based learning situations (GTS) is proposed:

iOS with analogue toys,

IOS using literary characters

and travel games.

Game-based learning situations with analogue toys

Analogs are toys that depict natural objects: specific animals or plants. There are many toy analogues of animals, they exist in a wide variety of designs (soft, rubber, plastic, wind-up, etc.). There are not many toy analogues of plants - these are plastic Christmas trees of various sizes, trees and shrubs from a plane theater, mushrooms, foam fruits and vegetables.

Analog toys are remarkable because with their help, children from 2-3 years old can form clear ideas about the specific characteristics of living beings based on a number of essential features. Young children can be shown the main differences between a toy object and a living animal if they are simultaneously perceived and compared. With the help of such toys it is easy to demonstrate: what can be done with an object and what can be done with a living creature, i.e. show fundamentally different forms of activity with living and inanimate objects.

IOS with analogue toys can be used in all age groups, and they can be compared not only with living objects, but also with their images in paintings and visual aids.

Analog toys can be included in any IOS, in any form of environmental education for children: observations, activities, work in nature. They can be taken on an excursion to the immediate natural environment, combined with reading educational literature, watching slides, and videos. In all cases, they will help in developing clear, realistic ideas about nature in children.

Game learning situations with literary characters

The second type of IOS is associated with the use of dolls depicting characters from works that are well known to children. The heroes of favorite fairy tales and cartoons are perceived by children emotionally, excite the imagination, and become objects of imitation. In the environmental education of preschoolers, various characters are successfully used based on their literary biography - main events, characteristic situations, striking behavioral features. In IOS, fairy-tale Heroes “go beyond” the plot of the work, act in new but similar situations and necessarily continue their characteristic line of behavior.

To achieve the goals of environmental education, such literary works are suitable, the content of which is in one way or another connected with nature, and the characters have a puppet embodiment. There are many such works in the children's literary repertoire - these are, first of all, folk and author's fairy tales “Turnip”, “Ryaba Hen”, “Little Red Riding Hood”, “Doctor Aibolit”, etc. With dolls depicting the main characters of fairy tales, you can build many different IOS , which will help solve various program problems of introducing children to nature and developing the necessary skills.

Each individual IOS solves a small didactic problem with the help of a literary character, his questions, advice, suggestions and various game actions. When developing IOS, the teacher should remember that all the words and actions of the doll must correspond to its literary biography; in a new situation it should manifest itself in the same way as in the work.

An important fact is that each literary hero in a separate game learning situation can act in one of two functions: perform the role of a knowledgeable hero, well-versed in any material, or, conversely, a naive simpleton who knows nothing. In the first case, the teacher sets the task of indirectly teaching children - through the mouth of a character he communicates new information, teaches rules of behavior (for example, as Doctor Aibolit does). In the second case, the teacher sets the task of consolidating the material, clarifying and updating the children’s ideas about nature.

One more circumstance is of fundamental importance. In a traditional lesson, the teacher is always “above the children”: he asks questions, teaches, tells, explains - he is an adult and smarter than the children. When using a simpleton character (for example, Dunno), who shows complete ignorance of events, the status of the children changes: they are no longer “a teacher over them,” but “they stand over the doll”: they teach it, correct it, and tell it what they themselves know.

This balance of positions in the IOS gives preschoolers confidence, they gain authority in their own eyes. There is a strong play motivation, and children do not take into account what kind of Dunno the teacher is talking about: they are at the mercy of the play situation, and therefore confidently and extensively speak out, complement, explain, and thereby practice applying their knowledge, clarifying and consolidating it. In other words, the use of a character doll based on his literary biography is an indirect form of teaching children, based entirely on a fairly strong play motivation.

Game-based learning situations such as travel

Another type of IOS is important in the implementation of the game as a method of environmental education of children. Travel in this case is the collective name for various kinds of games: visiting exhibitions, agricultural farms, zoos, nature salons, etc., excursions, hikes, expeditions, trips and trips. These games are united by the fact that children, visiting interesting places, gain new knowledge about nature in a playful way, which is facilitated by the obligatory role of a leader (tour guide, expedition leader, farm manager) in the game, which is played by the teacher. It is through him that preschoolers get acquainted with new places, animals, plants, receive a variety of information about the surrounding nature and human activities in it.

In each specific case, the plot of the game is thought out in such a way that children, visiting new places, become acquainted with new objects and phenomena as travelers, tourists, sightseers, and visitors. As part of role-playing behavior, children listen to explanations, “take photographs,” and reason. In order for the game to be complete and through it the teacher can realize the set didactic tasks, he carefully thinks through his role (words for contact with visitors, meaningful messages, possible game and role-playing actions). The game will captivate children if the teacher, using special techniques, constantly supports the imaginary situation of the space in which it takes place (winter snowy forest, summer forest, hot desert, arctic ice).

An important aspect of the teacher’s activity is the gradual expansion of gaming experience through mastering the dramatization game. Realization is achieved by consistently complicating the game tasks in which the child is involved.

 A game that imitates individual actions of humans, animals and birds (children wake up and stretch, sparrows flap their wings, etc.)

 The game imitates the images of well-known fairy-tale characters (a clumsy bear walks towards the house, a brave cockerel walks along the path).

 Improvisation game to music (“Cheerful Rain”, “Leaves fly in the wind and fall on the path”, “Round dance around the Christmas tree”).

 Improvisation game based on the texts of fairy tales, stories, poems (Z. Aleksandrova “Christmas tree”, K. Ushinsky “Cockerel with his family”, N. Pavlova “Strawberry”, E. Charushin “Duck with ducklings”).

 Dramatization of fairy tales about animals (“Teremok”, “Cat, Rooster and Fox”).

The selection and introduction of games into the pedagogical process is carried out in such a way that, based on the children’s existing experience, gradually and consistently expand children’s ideas about living nature, teach them to use existing knowledge to expand game tasks, develop and improve such mental operations as analysis, synthesis, comparison, generalization, classification. Games to familiarize yourself with plants and animals can be divided into groups according to didactic tasks.

The mere presence of environmental ideas does not guarantee environmentally appropriate behavior of an individual. This also requires an appropriate attitude towards nature. It determines the nature of the goals of interaction with nature, its motives, and the readiness to act from the point of view of environmental feasibility.

Based on this, games have been developed and modified, the content of which is directly aimed at developing an emotional and value-based attitude towards nature in preschoolers

) Games for the development of aesthetic perception of nature (a sense of beauty in nature, an emotional attitude towards it);

) Games for the formation of moral and evaluative experience of the behavior of preschool children in nature.

The essence of games for the development of aesthetic perception of nature is that preschoolers, in direct contact with natural objects (observation or closer contact - touching a plant, animal, stroking a trunk, leaves, etc.), should tell something interesting about an object of nature. These may be features of appearance, features of growth, development, care, or cases of careful (hard) attitude of people towards plants and animals. When playing these games, the following must be considered:

 Preschoolers should have a wide range of ideas about natural objects;

 games are best carried out in a natural environment, so that children can approach a particular plant (animal), touch it, look at its condition (to develop an aesthetic, emotional perception of nature);

With such mental activity associated with nature, an emotional impulse is born, indifference and indifference are completely eliminated - mental tension, creative thinking, and a passionate desire to learn more new, interesting and unusual for oneself increase.

A certain attitude towards nature as a whole and towards its specific object is created, the child becomes attentive to the natural world and everything that happens in it, takes the position of a defender and creator of beauty in nature.

The basis of games for the formation of moral and evaluative experience of behavior in nature are certain situations.

During the games, the consequences of good and bad actions of adults and peers are discussed, their own solutions are searched for in difficult situations, and children learn to motivate their decisions.

Based on the age characteristics of children, games are selected for each age group that ensure the development of each child’s personality, elements of his environmental consciousness, as well as deepening, clarifying and consolidating knowledge about living and inanimate nature.

Conclusion

Thus, as a result of the work done, we can draw the following conclusions:

 Environmental education of preschool children must be built on a play-based basis - with greater inclusion of different types of games in the pedagogical process.

 While playing, a child learns about the many-sided world of nature, learns to communicate with animals and plants, and masters a complex system of relationships with the environment. As a result of this, the child’s intellectual and volitional skills, his moral and aesthetic feelings are improved, and physical development occurs.

 Games help the child to see the uniqueness of not only a certain living organism, but also the entire ecosystem, to realize the impossibility of violating its integrity, and to understand that unreasonable intervention in nature can lead to significant changes.

 In the process of communicating with nature in a playful way, children develop emotional responsiveness, develop the ability and desire to actively preserve and protect nature, see living objects in all the diversity of their properties and qualities, participate in creating the necessary conditions for the normal functioning of living beings in the children's sphere reach, understand the importance of nature conservation, consciously follow the norms of behavior in nature.

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